DETROIT PUBLIC SCHOOLS 

Department of Instruction, 

Teacher Training and 

'^search 



A COURSE OF STUDY IN 

GEOGRAPHY 




'Published by the Authority of the 

'^oard of Education 

City of Detroit 

1921 



L 



DETROIT. PUBLIC SCHOOLS 

Department of Instruction, 
Teacher Training and 
Research i 



A COURSE OF STUDY IN 

GEOGRAPHY 




Published by the Authority of the 

Board of Education 

City of Detroit 

igzi 






Hi 



Copyright, 1921, by 
Burton A. Barns 



The right to print and modify this work 

for use in Detroit 

has been assigned to the 

Board of Education 

City of Detroit 



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0)C!.A62?680 



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i PREFACE 



This course in Geography is the outcome of the work of teachers and 
principals of the Detroit Schools during the school year 1914-1915. It 
was slightly revised in September, 192 1. The course of study for the 
Third, Fourth and B Fifth grades was prepared by the following committee: 

Miss Madeline E. Holmes, Chairman 
Mr. J. F. Morse 
Miss Frances S. Hardie 
Miss Anna K. White 
Miss Edith Yendall. 

The course of study for the A Fifth and Sixth Grades was prepared 
by the following committee: 

Mr. Burton A. Barns, Chairman 
Mr. George \V. Murdoch 
Miss Laura M. Downey 
Miss M. L. Carey 
Miss Marion M. Terry. 

During the year many conferences were held and practically every 
part of the course has been subjected to careful scrutiny by all of the 
members of the committee who have not hesitated to ask others for advice 
and assistance. As all of the members of these committees have been 
actively engaged for years in the teaching and supervision of Geography, 
it is believed that this course will prove practical and workable. 



INTRODUCTION 



I. The Point of View: 

"Geography is the study of life in respect to environment.'" 
Conceived in this light, the subject involves a consideration, first, of 
those facts of physical environment, which relate to man, and, second, 
those responses, direct and indirect, which man has made in adjusting 
himself to his environment. Starting with man as a center, this subject 
seeks to show how physical surroundings have conditioned his activities, 
and how through his inventive genius, man has overcome nature and 
subordinated her forces to his use. 

Understanding should precede memorizing. While a pupil in the 
early primary grades may be interested in facts alone, the child in the 
upper primary and grammar grades manifests a growing interest in the 
causes of things. For these older pupils the geography course should 
offer a series of problems to be solved rather than an array of facts to 
be memorized. Children of these grades instinctively delight in 
ferreting out causes and studying results. Such efforts at connected 
thinking lie at the foundation of all mental growth, for the mind can 
develop only through its own activity, and the mind is self-active only 
when it acts in obedience to its own ideals, and not under the direction 
of authority external to itself. 

The pupil should be given as many opportunities as possible to 
be of service to his class-mates. He should be alloM^ed to make reports 
to the class which will aid in a better understanding of the subject 
being discussed. In the upper grades he should be appointed on 
committees to prepare reports to the class. This habituation in social 
service, and particularly in group social service, is one of the needs of 
modern life. School geography can aid in this important training for 
citizenship by thus adapting the method of school-room procedure to 
the demands of society at large. 

4 



AIMS 



In the study of geography there are two things to understand: 

I, Maps: 

II. Relations Between Natural Controls and Life Responses: 

In the school-room, the study of maps and of relations between 
controls and responses, is carried on by drilling, by gathering material 
on topics, and by solving problems. An analysis of these three ac- 
tivities, as participated in by groups of children studying geography, 
shows certain powers, skills, habits which a pupil should develop. 
These powers, skills, habits are the specific results which are to be used 
as aims by teachers and pupils. In learning, then, to understand maps, 
and relations between natural controls and life responses, through 
drills, topics and problems, the pupil should: 

1. Visualize maps, and locate the points listed under "Minimum 
Essentials in Location." 

2. Gather geographical material. 

3. Organize geographical material. 

4. Acquire general information. 

5. Discover problems. 

6. Solve problems. 

7. Study pictures. 

8. Read books of travel, travel articles in magazines, and 
geographical material in newspapers. 

9. Observe geographical phenomena in the neighborhood. 

10. Co-operate with others by making reports to the class, or by 
serving on committees to investigate and report. 



Natural Controls and Life Responses 

All life, plant, animal and human, is a response to natural environ- 
ment. This environment consists of climate, soil and physiographic 
features. To aid the teacher in understanding this causal relation between 
natural controls and life responses a number of quotations from Semple's 
Influences of Geographic Environment are here given. Each quotation 
describes a condition of life and shows that condition to be an effect, the 
cause of which is found in the natural environment. 

"Madison County of Kentucky, lying on the eastern margin of the 
Bluegrass region, contains the rich landed estates, negro laboring class 
and aristocratic society characteristic of the planter communities of the 
old South; and only twenty miles southeast of Richmond, the center of 
wealth and refinement, it includes also the rough barren hill country of 
the Cumberland Plateau, where are found one-room cabins, moonshine 
stills, feuds, and a backward population sprung from the same pure 
English stock as the Bluegrass people." 

"The Iroquois tribes, located where the Mohawk Valley opened a 
way through the Appalachian barrier between the Hudson River and Lake 
Ontario, occupied both in the French war and in the Revolution a strategic 
position which gave them a power and importance out of all proportion 
to their numbers." 

"An altitude of about five thousand feet marks the limit of village 
life in the Alps; but during the three warm months of the year, the summer 
pastures of eight thousand feet or more are alive with herds and their 
keepers. The boundary line of life moves up the mountains in the wake 
of spring and later hurries down again before the advance of winter." 

"It is highly probable that the communal work involved in the con- 
struction of dikes and canals for the control of the Hoangho floods cemented 
the Chinese nationality of that vast lowland plain, and supplied the co- 
hesive force that developed here at a very remote period a regularly 
organized state and an advancing civilization." 

"South America, most richly endowed of all the continents with 
navigable streams, receiving ocean vessels three thousand miles up the 
Amazon as far as Tabatinga in Peru, and smaller steamers up the Orinoco 
to the spurs of the Andes, was known in its main features to explorers 



rifty years after its discovery. Africa, historically the oldest of continents, 
but cursed with a mesa form which converts nearly every river into a 
plunging torrent on its approach to the sea, kept its vast interior till the 
last century wrapped in utmost gloom." 

"New England, owing to its lack of inland navigation, was the first 
part of the United States to develop a complete system of turnpikes and 
-later of railroads." 

"Aridity is the only climatic condition condemning a people to a 
nomadic life." 

"Deserts and steppes lay an arresting hand on progress. Their 
tribes do not develop; neither do they grow old. They are the eternal 
children of the world. Genuine nomadic peoples show no alteration in 
their manners, customs or mode of life from millenium to millenium." 

This study of cause and effect is the heart of the subject of geography. 
It should be dwelt upon at every opportunity. Of course, many facts 
will be learned the causal connections of which to geographic environment 
cannot be understood, yet, gradually, as the pupil proceeds in the grades, 
causal relations should receive more and more emphasis. 



How to Develop a Topic With a Class — 
Suggestions for the Teacher 

See that the pupils have fixed in mind the follow ng points with regard 
to the continent being studied : 



Location and shape. 

Surface. 

Outline. 

Drainage. 

Climate. 



See that the wall maps and the text-book maps of the area being 
studied are kept before the pupils during the study period and during the 
recitation period. 

Bring the topic before the class for consideration. 

As questions come up refer to the map for answers. 

Refer pupils to other sources of material to verify conclusions drawn 
from the study of the map, to answer questions which cannot be answered 
by means of the map, or to amplify map conclusions. Many of these 
reports will be made at the next recitation period. Pupils may report as 
individuals, the whole class may look up the topic, or a committee may 
report to the class. For answers to their questions refer pupils to the fol- 
lowing sources of material : 

1 . Observation in the neighborhood. 

2. What people say. 

3. What the teacher says. 

4. Pictures. 

5. Maps. 

6. Tables of statistics. 

7. Text of school geography. 

8. Geographical readers and books and books of reference found in 
the building. 

9. Magazines and books from the public library. 

10. The daily paper. 

11. Children's museum. 



Have class constantly weigh material to test its value in developing 
the topic under consideration. 

Organize material. 

Look for causal relations. 

Map the results as far as possible on the pupil's outline maps, and 
also on the black-board outline map. 

Have pupils memorize the organized material on the topic. 

A Problem in Geography 

A problem in geography is a question the answer to which expresses 
causal relation between natural controls and life responses. When 
teachers and pupils are studying life conditions and they ask, "Why is 
this true?"" they have a problem before them. When they have found 
the causes of these conditions in natural environment, they have 
solved the problem. For example, the pupil learns that the Nor- 
wegians are good sailors. This is a life condition. Why is this true? 
The reasons for it are found in the following natural conditions. The 
country is very mountainous. There is not enough fertile soil to 
support a large farming population. There are forests from which to 
make vessels. The coastline is very irregular, affording many fine 
harbors. "Off the coast are a great number of islands, forming a kind 
of barrier which protects coasting vessels in their voyages along the 
inside channel. These islands are surrounded by shoals which abound 
in fish. " 

How to Solve a Problem With a Class — 
Suggestions for the Teacher 

See that the pupils have fixed in mind the following points with 
regard to the continent being studied: 

1. Location and shape. 

2. Surface. 

3. Outline. 

4. Drainage. 

5. Climate. 



See that the wall maps and the text-book maps are kept before 
the pupil during the study period and during the recitation period. 

Many of the problems may be solved by inspection of the map 
alone. 

Give the pupils an opportunity to form their hypotheses as to the 
solution of the problem. 

Send pupils to sources of material to prove or disprove hypotheses 
or to form new hypotheses. 

Lead pupils to weigh proofs. 

Map results as far as possible on the pupil's outline maps and also 
on the black-board maps. 

Have pupils memorize results. 

Discussion of the Aims 

Aim I. To visualize maps, and to locate the points listed under 
"Minimum Essentials in Location." 

When a pupil looks at a map, it should appear to him like a por- 
tion of the earth's surface in miniature. He is far above looking down 
and observing the life conditions of the men below, together with the 
natural causes of these conditions. When he is learning to take this 
bird's-eye view of a portion of the surface of the earth by means of 
a map, he is studying geography. In attempting to make the map a 
symbol of natural controls and life responses there are three important 
considerations for the teacher. 

First, there must be familiarity on the part of the pupil with the 
geographic concepts, hills, plains, rivers, valleys, bays, etc., which are 
recorded on a map. Every opportunity to take children out-of-doors 
for experience with natural phenomena should be taken advantage of 
by the teacher. This work is emphasized in the third grade, but it 
should be continued all the way through the grades. 

Second, the pupil should be taught to interpret the map symbols 
used in the school geography. The symbols stand for natural features, 
such as mountains, rivers, lakes, plains, bays and capes, and for culture 
features such as cities, boundary lines, railroads and canals. Oc- 

lO 



casionally, through the middle grades, lessons should be given in the 
interpretation of symbols. 

Third, each mental picture gathered from whatever source, must 
be immediately attached to the map in its proper place. This will be 
done if the teacher will use the map as the point of departure in class 
discussion, or will always insist on the location on a map of facts coming 
up in the discussion or in reading. There should be a constant passing 
from the map to text and discussion and from text and discussion back 
to map on the part of the pupil during study and recitation. For 
example, in studying New England, the class, examining the map, 
might observe a great number of bays along the coast. They might 
conclude from this that shipping is one of the occupations of the people. 
They would then go to various other sources to verify this conclusion. 
On the other hand, they might first approach the subject through 
reading the statement in Natural Advanced, page 63, "The glacier- 
carved fiords and bays of the New England coast contain many fine 
harbors, from which vessels carry on an active coast or fishing trade; 
and Boston m.aintains a large foreign commerce." In this case im- 
mediate reference must be made to the map of New England to find 
the glacier-carved fiords and bays. The study would not be complete 
without reference to the map of North America during the Ice Age, 
Dodge, page 95; and to a map of Norway which is indented by similar 
fiords and bays. 

When a topic or problem comes before the class through observa- 
tion of the map, refer to other sources to verify conclusions; when a 
topic or a problem comes before the class in reading or in discussion, 
always look up conditions on the map. 

Through this process of departure from and return to maps, 
much of the visualization and location will be learned incidentally. 
Nevertheless, drill will be found necessary to fix in mind the points 
listed under "Minimum Essentials in Location." When the topic is 
completed or the problem solved, significant points of location coming 
up in the course of the discussion, should be fixed in mind. At this 
time the appeal should not be made to the pupil's logical memory, but 
to his retentive memory, and the facts of location should be driven 
home and permanently impressed upon the mind. These facts should 



be as firmly fixed and as easily accessible as the facts of the multipli- 
cation table. 

To further aid in locating mental pictures on the map, each pupil 
has an outline map of the area being studied. The teacher puts the 
same outline on the board. As fast as significant picture-making facts 
are learned they are recorded on the pupil's map, and also on the board 
map. These outline maps, besides facilitating the location of mental 
pictures, show the pupil the use of maps in storing information in con- 
densed, accessible form, and tend to prevent the confusion which 
arises because of the great number of facts which are recorded on the 
ordinary map. 

Some Drills to Aid in the Visualization of Maps 

A Drill on Shape : 

Have map open on desk before each pupil. All work together. 
Have each pupil follow the boundary line of the area rather rapidly 
with the finger, avoiding details of the coast-line. After doing this 
for some time, have pupils draw the same outline in the air. Let one 
stand at the board and with crayon in hand trace the same outlines 
in the air. Finally, let him touch the crayon to the board as his hand 
sweeps around. The result will be far from a perfect map. The pur- 
pose of the drill, however, is to fix in mind a general impression of the 
shape and outline. The chief value of the exercise lies in the constant 
effort on the part of the pupil to visualize the shape of the map. 

A Drill on the Shape of the States: 

The teacher holds up one after another the states of the dissected 
map of the United States, asking for the name of each state. 

The Use of the Dissected Map: 

The dissected map should be put where the pupil can get it to 
put it together during spare time. 

A Drill on Location: 

One child stands at the wall map. Each of the other pupils has 
his book open to his map. The teacher calls names of places in the 
list of minimum essentials in location. Each child points out on his 



map the place called. The teacher and the pupil at the wall map 
help slow pupils. After pupils have learned to do this rapidly, have 
each "pretend" that the top of his desk is a map, and locate on the 
desk places called. This encourages visualization and drills on relative 
location. 

A Drill on Location by Means of a Game- 
Sides are chosen. Each captain, pointer in hand, his side lined 
up behind him, stands before the wall map. A scorer is at the board. 
The teacher or one of the pupils, not playing, calls the name of a place. 
The captains point it out as quickly as they can. The captain who 
first finds three out of five places, scores a point for his side. The 
pointers are then handed back to the next in line, and the captains 
are seated. When each pupil has had a turn the side having the highest 
score wins the game. 

An Exercise for Review: 

Have a pupil step to the wall map and tell all he can about the 
area represented, carefully locating all points mentioned. 

Puzzle Questions on the Map: 

Occasionally puzzle map questions make an excellent exercise. 

Use of Wall Maps : 

Wall maps should be left open at all times during the day. In 
this way, incidentally, pupils will learn much about location, shape, 
surface, outline, and drainage. 

Aim 2. To gather geographical material. 

As soon as possible the pupil should be taught to be independent 
in his search for material in books. 

Following are three suggested drills in the use of an index: 

Give a subject which a class might investigate and have them 
decide on the word for which to look in the index. 

All the class turn to the index in some book. Teacher or a pupil 
gives words from the index for the class to find. 



13 



All pupils turn to a page on which some topic is considered. The 
topic is announced by the teacher. Each pupil reads silently and tries 
to determine just where the topic begins and where it ends. The 
discussion which follows this attempt is often worth while. 

When the pupil begins to go to the library to look up references 
he should be taught the use of the card catalog. The Librarian of the 
nearest branch will be glad to co-operate with the teacher in this work. 

Aim 3. To organize material. 

Have the class decide on the topics and sub-topics. It is a good 
plan to write these topics and sub-topics on the board as they are 
suggested by the pupils. Much valuable discussion will often grow- 
out of this exercise. 

Aim 4. To acquire general information. 

It is well to encourage the pupil to keep a scrap book in which 
he can collect pictures, clippings and notes just as he gathers them. 
The keeping of a formal note-book under the direction of the teacher 
is a waste of time. The scrap book tends to develop originality and 
initiative, gives tangible form to the child's collection of facts, em- 
phasizes the subject by introducing the dynamic factor, gives expression 
to the collecting instinct, and introduces the child to an interesting 
form of recreation. 

Occasionally drill on a few carefully selected facts. A number 
of such requirements in information are given on pages 196-204 of 
this course. The flash card makes an excellent device for this drill. 
Have each card about 4 in. by 12 in. On the face side write or print 
in large letters with a brush and ink, the statement from the course 
of study without filling in the blank. On the back of the card write 
the same statement, together with the keyword or words. The teacher 
has the complete statement before her as she holds up the card, face 
toward the class. 

Aim 5. To discover problems. 

If the pupils are in the problem attitude of mind while studying 
geography they will grow in the ability to discover problems for them- 
selves. In studying life responses from whatever source of material, 

14 



the question, "Why?" should frequently be asked. This will lead the 
pupil to look for natural controls of life conditions. When he is 
doing this he is discovering problems. 

Aim 6. To solve problems. A method of solving a problem is 
outlined on page 1 1 of this course. 

Aim 7. To study pictures. 

Pictures are a rich source of geographical material. Do not for- 
get to make use of the stereopticon slides furnished for the study of 
geography by the Board of Education. 

Pupils will need some training in the use of pictures in the study 
of geography. In looking at a picture there are some things to be 
remembered : 

I. Locate on the map the place which the picture represents. 

,2. Take time to look at the picture carefully. 

3. Look for controls and responses. For example, suppose the 
pupil's attention has been called to the picture of the Delaware Water 
Gap, Tarr and McMurry, Second Book, page 49, Fig. 67. The Gap 
should be immediately located on the map. The picture shows how a 
river meanders, how sediment is deposited on the inside of a bend, 
how a river saws its way down through a mountain chain, how the 
mountains form a barrier to man, how a gap of this kind allows the 
passage through the mountains, of men, wagons, railroads. The story 
of the formation of a geographic control and of man's response to that 
control, may be largely read in the picture. 

Aim 8. To read books of travel, travel articles in magazines, 
and geographical material in newspapers. 

Take every possible occasion to refer pupils to these sources. 
Encourage the scrap-book habit. 

Aim 9. To observe geographical phenomena in the neighborhood. 

Geography is all around us. Pupils should be encouraged to look 
for controls and responses in the school district. 

When studying the geography of distant countries or of other 
parts of our own country, the teacher should frequently ask the 
question, "Is there anything like this in Detroit? In Michigan?" 

15 



Aim lo. To co-operate with others by making reports to the 
class, or by serving on committees to investigate and report. 

Pupils should frequently be held responsible for reports to the 
class. In the upper primary and grammer grades a topic or problem 
should often be turned over to a committee. This committee should 
develop the topic or solve the problem, and report the results to the 
class. 

To the Teacher: 

You have as your problem the democratization of education 
through the improvement of methods of school room procedure. As 
time goes by you should plan to incorporate in your teaching more and 
more of the spirit and practice of the project. Familiarize yourself 
with the theory of project teaching. Experiment with it a little in 
your teaching each semester. Do not attempt to do too much at once. 

To help you improve the method of your recitations the following 
scale is included here. To use it, think of the last recitation you taught. 
About where do you think it ranks on the scale? Suppose it ranks 
"E". What element does it lack that "D" has? Study the recita- 
tions above yours on the scale and see if there are some characteristics 
of these which you can use to improve your methods. After two or 
three weeks, again rate your recitation. Ask your principal to rate 
a recitation which you teach. Then study ways to improve. 

If possible write up one of your project experiments for publica- 
tion. Remember the growth in ability to handle the technique by 
which children will be allowed more self-direction can only come through 
experimentation and interchange of results among those interested. 

Detroit Recitation Scale 

A number of teachers came upon the topic of Agriculture and 
Manufacture in the New England States, as part of their course in 
geography. The method of work used by each teacher is described 
below. The descriptions are arranged in the order of the degree to 
which they provided for self-directed activity on the part of the pupils. 

Instructions: Read the descriptions through several times and be- 
come thoroughly familiar with the characteristics of each. 

.16 



Teacher A. — began to prepare for the lesson several days in advance. 
Pictures and newsclippings were pasted on the class bulletin and each 
day some children inquired about the points raised. Few of these 
questions were answered outright by the teacher and usually the refer- 
ence looked up by the children led to further questions and problems. 
About the time the topic was scheduled for class work, a group of 
children came to the teacher and asked if the geography lesson couldn't 
be devoted to the given topic. The teacher demanded reasons and 
raised objections until good reasons had been advanced. She then 
graciously yielded to the demands of the children on the condition that 
the class submit a good plan of work and take charge of their study and 
discussions themselves. The class accepted, organized itself into 
committees, and carried on a series of discussions and debates. The 
teacher took no part except to ask for information when the class dis- 
cussions touched on points of which she was ignorant and in which 
she was interested, or when the discussions tended to wander too far 
afield. There was no questioning to find out what was learned and no 
testing of any kind except that the children themselves selected cer- 
tain facts as worth remembering, and learned them by heart by playing 
games with them. Nevertheless every point in the text book was 
more than covered, all the children were interested in the subject and 
the class as a whole had worked itself into the next topic in the course 
of study without realizing it. For the most part the children talked 
freely and moved about the room to consult each other at will. Oc- 
casional outbursts of fooling or roughhouse were promptly checked 
by the children themselves. 

(Complete self-direction by children. Guidance of teacher almost 
wholly through objective stimuli.) 

Teacher B.- — collected a large number of pictures, lantern slides, 
etc., and prepared himself carefully. In class time he gave a short 
illustrated lecture on the topic while the children took notes. He then 
turned the lesson over to the children. They asked for such further 
information as they wished, discussed and criticized the \arious points 
in the lecture and each others notes and recitations. Finally the notes 
taken were collected and examined by the teacher and special help 
given those whose work was grossly imperfect. Then a written quiz 

17 ■ 



was given on the notes taken. The answers revealed a good general 
understanding of the points covered but little exact knowledge of facts. 

(Limited self-direction by children; considerable planning and 
control by teacher.) 

Teacher C. — told the children the subject of the next division of 
the course of study was Agriculture and Manufacture in the New Eng- 
land States, and made it plain that the text and geographical readers 
contained much information on the subject. She challenged the 
children to find out for themselves what they were able, but made 
no specific assignments. Each child decided for himself what and how 
much he would do, and took entire charge of his own preparation for 
the recitation. During the recitation period the nexc day the teacher 
devoted more of her questioning to finding out what the children had 
learned than was necessary to make sure every point was covered. 
Many of the children knew certain facts well and enjoyed their work, 
but individual children differed greatly in the degree of their prepara- 
tion and many points were not touched upon. 

(Self-direction by children only during study period. Teacher's 
direction, however, was concerned more with her own purposes than 
with the guidance of the pupils' work.) 

Teacher D. — spent some time drawing the children out and stimu- 
lating their interest in the general topic. The class discussed the pic- 
tures in the text and other material brought by the teacher, and sug- 
gested many lines of work. There were so many things suggested, 
however, and so many conflicts that excitement ran high and the class 
was difficult to control. Not very much real work was done and after 
two or three such lesson periods, the teacher went on to the next topic. 
In both understanding and in knowledge of facts, the net results were 
small, but the children's immediate interest in the topic was intense. 

(Dominant characteristic, the failure on the side of discipline. 
Both the attempted self-direction and the teacher's direction had little 
effect because of the lack of effective organization.) 

Teacher E. — wrote the topic on the board and by skillful questions, 
carefully prepared the night before, drew from the class the outline 
of the topics in the paragraphs in the text. After this development. 



the text book was assigned for study. The next day the same ground 
was covered by questioning. Many of the questions touched upon 
points not in the text, and answers were accepted in the children's 
own words. Within the limits of the topic, the teacher chose points 
she thought would prove interesting to the children.. At the end of 
the lesson the class had a fair knowledge of all the facts and some 
understanding of the significance of the facts. 

(Little self-direction, but intelligent, considerate control by the 
teacher.) 

Teacher F. — gave out the lesson by asking the pupils to read three 
pages in Carpenter's North America on the New England States. 
During the class period she called on a pupil to read a paragraph, and 
asked the pupil questions about what he had read. When he could 
not answer, she called on other members of the class. All had the 
same book and followed the reading very closely. The pupils were 
expected to remember most of the facts covered by the text. The 
order and attention in the room during the recitation period was 
carefully controlled by the teacher. 

(Conventional direction by teacher.) 

Teacher G. — commanded the children to study paragraphs 85-6-7 
on page 57 of the text book and to be prepared to answer the first seven 
questions on page 64. She pointed out unusual words whose meaning 
should be looked up and whose spelling should be learned. In 
class the next day, the recitation consisted of rapid-fire questions in 
regard to the facts stated in the text, answers to the questions in the 
text, spelling, etc. Only answers in the exact words of the text were 
accepted as correct. The three paragraphs assigned for the lesson were 
covered three times and by the end of the hour every child had answer- 
ed many questions. Rigid order and perfect outward attention were 
maintained by force. Children who proved to be unprepared were kept 
after school for extra drill. At the end of the lesson most of the 
children could have passed well a test based on fact and memory 
questions. 

(Complete direction by teacher; no self-activity on the part of 
pupils.) 

IQ 



Teacher H. — believed children should study only topics in which 
they were interested. She did not belie\'e in trying to force boys and 
girls to become interested in things if they were not. She announced 
a topic to the class and by means of questions tried to find out how 
many liked it. No one admitted any interest in the topic in spite of 
considerable urging on the part of the teacher. Accordingly this part 
of the course was omitted. 

(No effective direction on part of either teacher or pupils.) 



20 



Outline by Grades 

Third Grade — B Class: 

I. The development of some fundamental geographical concepts. 
II. Home Geography. 
I. Study of a farm. 

Third Grade — A Class: 

I. Detroit. 
II. Wayne County. 
III. Michigan. 

Fourth Grade — B Class : 

I. The earth as a whole. 
II. North America as a whole. 

III. The United States (New England States; Middle Atlantic 
States; South Atlantic States). 

Fourth Grade — A Class: 

I. The United States (South Central States, North Central 
States, Plateau States, Pacific States). 

Fifth Grade — ^B Class: 

1. Europe. 
II. Canada. 

Fifth Grade — A Class : 

I. South America. 
II. Mexico. 

III. Panama Canal. 

IV. Africa. 

V. Australia. 

Sixth Grade — B Class: 

I. Asia. 

II. Islands of the Pacific. 
III. Europe (Southern Europe and Russia). _ 

Sixth Grade — A Class: 

I. Europe (Northern Europe, omitting Russia). 
II. The United States. . 



THIRD GRADE— B CLASS 



To the Teacher: Read the course of study to this point before 
teaching the work outHned for this grade. 

In the greater part of his geographical studies the pupil is required 
to visit, in imagination, regions of the earth which he has never seen. 
His ability to construct accurate mental pictures of these distant lands 
must depend upon the fund of geographical concepts which he has 
built up through contact with his home surroundings. All of his 
future geographical knowledge will be conditioned largely by what 
he has seen in his immediate locality. 

Owing to the great variety of physical features to be found in the 
vicinity of Detroit, every child should be able to accumulate a store of 
geographical ideas through first-hand contact with nature. The 
adequacy of these ideas, which he gains through direct observation, 
should be tested through the medium of the sand table. 

A teacher will usually find little difficulty in awakening a child's 
interest in the economic phases of his environment. He is curious to 
know the sources from which come the food which he eats, the clothing 
which he wears, the material which forms his shelter, and the fuel 
which gives him heat. The desire to gratify this impulse leads him to 
trace the finished product back to the raw material from which it came 
and the raw material back to its source in nature. Experience has 
shown that children enjoy tracing this casual sequence and that such 
a simple process of reasoning is entirely within range of their mental 
power. 

22 



I. Direction: 

1. The cardinal points. 

2. Rising and setting of the sun. 

3. Simple map of the school room. 

4. Simple map of the school grounds. 

References : 

Brigham and McFarlane, pages 57-60; 66-69. 

Natural Elementary Geography, pages 5-8 and 20. 

Tarr & McMurry, Book I, pages 81-85. 

Dodge's Elementary, pages 49-52; map, page 11. 

Redway^s New Basis of Geography, pages 153-158, 163-166. 

Winslow's Geography Reader, Book I, pages 15-19. 

Dodge's Teaching of Geography, pages 143-144. 

II. Surface Features: 

(Use sand table and sand pans to teach the common land and water 
forms, such as islands, lakes, peninsulas, etc.) 

1. Plain. (Teach meaning of level, inclined, smooth, rough, even 

and uneven.) 

2. Hill. (Teach meaning of top, base, slope, gradual and steep.) 

3. Valley. 

4. Mountain. (Teach meaning of peak, chain, ridge.) 

References : 

Brigham & McFarlane, Book I, pages 12, 13, 19. 
Natural Elementary, pages 21-22, 24-27. 
Tarr &l McMurry, Book I pages 16-31. 
Dodge's Elementary, pages 16-21. 
Winslow, Book I, pages 6-8. 

5. Stereopticon Lesson. 

Any lesson showing surface features, such as: White Mountains, 
French Alps. 

III. Drainage: 

1. Forms of water. 

(a) Rain — What is it? 

Evaporation and precipitation — steam, mists, clouds. 

(b) Snow, ice, hail. 

2. What becomes of rain? 

(a) Part evaporates. 

(b) Part flows along surface, forming streams. ■ 

(c) Part passes into ground. 

I. Drainage in country and city. 

23 



3. Springs — how formed? 

4. Brooks and Rivers. 

(a) Brooks — How fed? 

(b) Rivers — how formed? 

Teach meaning of tributaries, current, banks (right and left), 
bed, mouth, water-parting (slopes decide direction of rivers), 
delta. 

(c) Work of rivers (erosion). 
Formation of banks, basins and valleys. 

5. Ponds and Lakes (Lake St. Clair.) 

References : 

Brigham & McFarlane, Book I, pages 11-13,27-30, 31-34. 
Natural Elementary, pages zi, 27-30, 38-40. 
Tarr & McMurry, Book I, pages 31-44. 
Dodge's Elementary, pages 22-32, 37-39. 
Brooks and Brook Basins, Chapters I-VI. 
Natural Advanced, pages 14-15, 18-19. 
Dodge's Teaching of Geography, pages 158-159. 
Winslow, Book I, pages 6-8, 13-14, 34-35, 71-74. 

6. Field Work (optional.) 

(a) Excursion to school yard or vicinity after rain to study 

drainage and surface features. 

(b) Pupils examine and report on surface between home and school. 

(c) Grading of paved streets. 

(d) Water running along streets after rain. 

7. Stereopticon Lesson. 

Select any lesson showing drainage features: Hudson River, 
Upper Rhine, etc. 

IV. SoiL 

1 . How formed ? 

2. Kinds. 

(a) Loam. 

(b) Clay. • . ^ ■ 

(c) Sand. 

Suggestion: Have phials containing samples of soil. 

3. Stereopticon Lesson on Erosion. 

References : 

Brigham & McFarlane, Book I, pages 9-14. 
Tarr & McMurry, Book I, page 10-16. 
Dodge's Elementary, pages 32-36. 

24 



Michigan Geography, page 122. 
Winslow, Book I, pages 4-6, 8-12. 
Redway's New Basis, pages 65-66. 
Agriculture for Beginners, pages 1-26. 
Natural Advanced, pages 12-13. 
Dodge's Teaching of Geography, page 157. 

. Cultivation of the Soil — Farming : 

Study of a farm in Michigan. Aim to give the child a simple picture 
of farm life and its relation to the city. By comparison with the 
school lot give some concept of the size of an acre of land. More 
or less detailed work on the various activities may be given as 
time permits. Emphasize the social side. A simple farm may 
be developed on the sand table and simple maps may be made. 

1. A Farm. 

(a) Grain fields — wheat, corn, oats. 

(b) Orchard — apple, pear, peach. 

(c) Vegetable garden — potatoes, beans, etc. 

(d) Stock barns. 

(e) Poultry yard. 

(f) Dairy. 

1. Care of dairy. 

2. Making butter and cheese. 

2. Wheat-raising. 

Study the production of wheat from the preparation of the soil 
to its consumption as food. 

(a) Plowing. 

(b) Harrowing. 

(c) Sowing — seed drills. 

(d) Harvesting. 

1 . Reaping. 

2. Threshing. 

(a) Grain shipped to mill. 

(b) Straw used for bedding stock. 

(e) Transportation. 
I. How? 

(a) Wagon. 

(b) Rail. 

(c) Water. 

25 



(d) Auto trucks. . ^ , 

(e) Airplanes. 
2 Where? 

(a) To store. 

(b) To our homes. 

Suggestion: Pictures of farming implements may be used 
to advantage. 

(f) Field Work (optional). 

1 . Examine a garden in preparation for planting. 

2. A visit to a flour mill. 

3. A visit to a grocery store. 

4. A visit to a market. 

(g) Stereopticon Lesson on Wheat. 

See Literature slides for social side of farming. 

References: 

Brigham & McFarlane, Book I, pages 1-5, 15-18, 37-43. 

Tarr & McMurry, Book I, pages 67-75. 

Winslow, Book 1, pages 2-3, 58-63, 9-13, 44-45. 

Winslow, Book II, page 134. 

Carpenter's North America, Chapter XXII. 

Stories of Country Life, pages 14-17, 26-27, 72-77, 82-88, 89-95. 

How We Are Fed, pages 7-17. 

Agriculture for Beginners, pages 216-227, 163-167. 

VI. Supplementary Reading: 

The Tree Dwellers. 

The Cave Men. 

Around the World, Book L 



26 



THIRD GRADE— A CLASS 



To the Teacher: Read the course of study to this point before 
teaching the work as outlined for this grade. 

I. Detroit: 

Lead up to the study of Detroit by comparing city and country life. 

References : 

Dodge's Elementary, pages 9-14. 

Tarr & McMurry, Book I, pages 67-75. 

Winslow Geographical Reader, Book I, pages 2-3. 

1 . Location. 

(a) Natural advantages. 

2. Settlement. 

(a) By whom? 

(b) When? 

(c) History (briefly). 

References : 

When Michigan Was New: 

"Cadillac and His Village," pages 79-88. 

"Old Detroit," pages 130-144. 

"Hull's Surrender," pages 150-155. 

"Manitou of Belle Isle," pages 70-72. 
Boys' Parkman: 

"Siege of Detroit," page 135. 
Sherzer's Geology of Wayne County, pages 32-35. 



3. Map of City. 










Dodge Elementary, 


Map, 


page 1 1 . 






Draw map of city showing: 








(a) River. 










(b) Main Streets. 










I. Woodward. 






4- 


Michigan. 


2. Jefferson. 






5- 


Gratiot. 


3. Fort. 






6. 


Grand River 



27 



(c) Public Buildings. 

1. City Hall. 4. Public Library. 

2. County Building. 5. Art Center. 

3. Post Office. 6. School (own). 

(d) Parks. 

1. Belle Isle. 3. Waterworks. 

2. Grand Circus. 4. Palmer. 
4. Extent. 

(a) Water front. 

(b) Distance out Woodward. 

(Idea of a mile should be gained by pupils; also idea of 
distance of school from City Hall.) 
-5. Industries. 

(a) Manufacturing. 

Detroit leads the world in the manufacture of: 

1. Automobiles. 3. Drugs. 

2. Stoves. 4. Paints and varnishes. 

Make a simple study of the automobile industry, (de- 
voting not more than three days), touching upon its 
importance to the growth of the city. 

(a) Name some important factories. 

(b) Uses of the auto. 

(b) Commerce (not in detail). 

1. Materials in. 

2. Finished products out. 

3. Means of transportation. 

(a) River. 

I. Value of river. 

(b) Railroad. 

(Mention important lines.) 

1. Tunnel. 

2. Michigan Central Station. 

(c) Auto trucks. 

References : 

Tarr & McMurry, Book I, pages 59-64. 
Winslow, Book I, pages 48-49. 
Dodge's Elementary, pages 47-48. 
Sherzer's Geology, pages 126-128. 291-29'i 
Wood's Michigan Geography, pages 180-182 

28 



6. Government. 

(a) Mayor. 

(b) Council. 

I. Place of Meeting (City Hall.) 

7. Detroit — a City Beautiful. 

Call attention to the features which make Detroit rank as 
a beautiful city and as a summer resort: river; Belle Isle; 
pleasure resorts, such as Bois Blanc, Sugar Island, Flats; 
beautiful resident sections; fine buildings; Crosse Pointe. 

References : 

Wood's Michigan Geography, pages 241-245. 
Natural Elementary, page 46. 
Carpenter's North America, page 206. 

8. Stereopticon Lesson on Detroit. 

II. Wayne County: 

1. Why so named? 3. County Building. 

2. Chief officer — Sheriff. 

III. Michigan: 

1. Location and boundaries. 3. Surface. 

2. Shape. 

Compare surface of Upper and Lower Peninsulas. 

References : 

Natural Advanced — Michigan Supplement — pages 1-2. 

Dodge's Advanced — Michigan Supplement — pages 7-1 1. 

Tarr & McMurry, Book II — Michigan Supplement — pages 1-7. 

4. Outline and Drainage. 

(a) Bays. 

1. Saginaw. 3. Whitefish. 

2. Grand Traverse. 

(b) Lakes. 

1. Superior. 4. Erie. 

2. Huron. 5. St. Clair. 

3. Michigan. 

(c) Rivers. 

1. Detroit. ' 3. St. Marys. 

2. St. Clair. 4. Grand. 

Reference: 

Brigham & McFarlane — Michigan Supplement, page 4; pages 6-8. 

29 



(d) Straits. 

I. Soo Canals. 2. Straits of Mackinac. 

5. Climate. 

How do the Great Lakes affect the climate? 

References : 

Sherzer's Geology, pages 126-128. 

Wood's Michigan, "Soo Canals," pages 99-100, 197-198. 

Brigham & McFarlane, Michigan Supplement, pages 4-6, 9. 

Natural Advanced, "Michigan," page 5. 

Dodge's Advanced, "Michigan," pages 11-13, 23. 

Tarr 8z McMurry, "Michigan," pages 8-10. 

6. Industries. 

(a) Farming. 

1. Review farm life as studied in the B Class, Third Grade. 
Designate fruit and celery sections. Make a study of the 
raising of the sugar beet and its manufacture into sugar. 

2. Type Study — A Sugar Beet Farm. 

(a) Raising of the sugar beet. Preparation of soil — seeding, 
thinning, blanching, harvesting. 

(b) Manufacture of beet sugar. Washing, weighing, slicing, 
boiling, drying, shipping. 

References : 

Brigham & McFarlane, Michigan Supplement, pages 10-12. 

Natural Advanced, Michigan, pages 6-7. 

Dodge's Advanced, Michigan, pages 13-16. 

Tarr & McMurry's, Book II, Michigan, pages 12-14. 

Wood's Michigan: 

Celery, pages 147-148. 

Sugar beet, pages 165-167. 
Stories of Country Life, pages 12-13. 

How We Are Fed, pages 84-86. 
Book of Wonders, pages 145-154. 

(b) Manufacturing. 

References : 

Brigham & McFarlane, Michigan, pages 19-21; Book I, pages 34-37. 
Natural Advanced, Michigan, pages 8-9. 
Dodge's Advanced, Michigan, pages 21-22. 
Tarr & McMurry, Michigan, pages 20-22. 

(c) Mining (Iron and Copper). . 
Type Study — An Iron Mine. 

1 . Sources in Nature (most abundant in mountainous regions) . 

2. Indications of presence of iron, red soil or water. 

30 



3- Iron Ore ("Iron is found pure only in Greenland" — Adams). 
Kinds (have specimens). 

(a) Red. (c) Brownish yellow. 

(b) Black. 

(d) Lake Superior Iron Mines. 

1. Locate, Adams' Commercial Geography, Map, page 123. 

2. Most productive in world. 

(e) Process of Mining. 

1 . Surface mines — beds and pockets. Ore shoveled into cars 
by steam shovels. 

2. Underground mines — ledges (often very deep), 
(a) The Mine — Diagram in Tarr & McMurry, Book II, 

page 66. 

I. Shaft — how built. 

Safety cage — how raised and lowered. 

Plan of mines. 

Drainage (pumping). 

Ventilation (fans). 

Employees — superintendent, fire boss, carpenters, 
miners, laborers — their duties, hours of work. 

How ore is mined and brought to surface. 

Dangers — cavein, explosion (safety lamp), fires, floods. 

(f) Loading and Shipping Ore. 

1. Ore docks, cars, bins, loading vessels. 

2. Trace routes of ore vessels. 

3. Where shipped? (Detroit, Buffalo, Chicago, Cleveland, 
Toledo) — Map, Adams' Commercial Geography, page 124. 

4. Why not manufacture near mines? 

5. Smelting, blast furnaces, process, ore, coke, limestone, hot 
blast, pig iron. 

(g) Importance of Iron. 

1. Compare with other metals. (Let class imagine conditions 
if iron did not exist). 

2. Commercial uses of iron — Detroit industries. 

References : 

Wood's Michigan: 

Iron, pages 110-113. :. 

Copper, pages 115-120; 210-214. 
When Michigan Was New, pages 191; 198-200. 

31 



Stories of Country Life, pages 133-144. 

How We Are Clothed, pages 157-162 

Carpenter's N. A., pages 179-184; 218-225. 

Winslow, II, pages 151-154. 

Brigham & McFarlane, Book I, pages 24-27; Michigan Supplement, pages 14-17. 

Tarr & McMurry, Book II, Michigan, pages 14-17- 

Natural Advanced, Michigan, pages 4-5. 

C>odge"s Advanced, Michigan, pages 16-19. 

(d) Lumbering (note modern methods). 

1. Forests — kinds of trees, value, wood pulp. 

2. A logging camp, buildings, life in camp, cutting trees, trans- 
portation; how, where, sawmills (location, products). 

References: 

Wood's Michigan, pages 73-74; 130-139; 185. 

First Book in Forestry, pages 133-164. 

Carpenter's N. A., pages 184-195. 

Stories of Country Life, pages 39-49. 

Brigham &Z McFarlane, Book I, pages 21-23; Michigan Supplement, pages 17-19. 

Natural Advanced, Michigan, page 6. 

Dodge's Advanced, Michigan, pages 19-21. 

Tarr & McMurry, Book II, Michigan, pages 9-12. 

(e) Commerce. 

References : 

Brigham & McFarlane, Book I, pages 37-43; Michigan Supplement, pages 21-22. 
Tarr & McMurry, Book II, Michigan, pages 17-20. 

7. Products. 

(a) Farm — Sugar beet, celery, fruit, garden products, grains, hay. 

(b) Animal — Fish, stock, poultry. 

(c) Manufactured — Automobiles, drugs, paints, stoves, shoes, 
furniture, flour, cereals. 

(d) Mineral — Iron, copper, salt. 

References: 

Wood's Michigan Geography, pages 1 10-12 1; 129-139; 165-167; 210-214. 

8. Soo Canal (locks, power). 

References : 

Wood.s Michigan, pages 99-100; 197-198. 
Dodge's Advanced, Michigan, page 23. 

9. Cities. 

(a) Detroit (metropolis). 

(b) Grand Rapids (furniture). 



32 



(c) Lansing (capital). 

(d) Saginaw and Bay City (beet sugar industry). 

(e) Marquette (iron). , 

(f) Houghton (copper). 

(g) Ann Arbor (universities). 

References : 

Wood's Michigan Geography, Detroit, pages 241-245. 

Grand Rapids, pages 256-260. 

Lansing, pages 269-271. 

Saginaw, page 226. 

Bay City, page 228. 

Ann Arbor, pages 238-240. 

Brigham & McFarlane, Michigan Supplement, pages 27-29. 

Natural Elementary, pages 45-46. 

Natural Advanced, Michigan, pages 9-14. 

Dodge's Advanced, Michigan, pages 31-44. 

Tarr Sn McMurry, Book II, Michigan, pages 26-31. 

10. Stereopticon Lesson on Industries of Michigan. 

IV. Minimum Essentials in Location are Required as Follows : 

Lakes — Superior, Michigan, Huron, Erie, St. Clair. 

Cities — Detroit, Grand Rapids, Saginaw, Bay City, Lansing, 

Marquette, Houghton, Ann Arbor. 
Rivers — Detroit, St. Clair, St. Mary's, Grand. 
Straits — Mackinaw, Soo. 
Bays — Saginaw, Grand Traverse. 

V. Minimum Essentials in Information : 

See page 146 of this course of study. 

VI. Supplementary Reading: 

Easy selections from "When Michigan Was New." 



33 



FOURTH GRADE— B CLASS 



5- 
6. 

7- 


Africa. 

Australia. 

Greenland. 


4- 
5- 


Arctic. 
Antarctic. 



To the Teacher" Read the course of study to this point before 
teaching the work as outlined for this grade. 

I. The Earth (as a whole): 

Use the Globe 

1. Surface. 

(a) Continents. 

1 . North America. 

2. South America. 

3. Europe. 

4. Asia. 

(b) Oceans. 

1. Pacific. 

2. Atlantic. 

3. Indian. 

2. Form (two proofs only). 

3. Daily Motion. 
Simple explanation of causes of day and night 

4. Distribution of Heat, 
(a) Zones (locate on globe). 

I. North Frigid. 

2.. North Temperate. 

3. Torrid. 

5. Races. 

(a) Caucasian (white). 

(b) Negro (black). 

(c) Indian (red). 

References : 

Brigham & McFarlane, Book I, pages 55-61. 
Natural Elementary, pages 13-19; Maps, pages 10, 
Dodge's Elementary, pages 53-73. 



4- 
5- 



South Temperate. 
South Frigid. 



(d) Mongolian (yellow" 

(e) Malay (brown). 



1, 12. Diagram, page 19. 



34 



Tarr & McMurry, Book I, pages 86-100. 
Maps, Figures, 118-119. 
Dodge's Advanced, pages 9-24; 78-80. 
Tarr & McMurry, Book II, pages 198-235. 
Natural Advanced, pages 5-7; 23-24; 3 3-34- 
Use pictures, globes and maps. 

6. Stereopticon Lesson. 

Trip Around the World (optional). 



II. 



3- 



4- 



North America (as a whole) : 
Location. 
Boundaries. 

Outline — Study Map. 

(a) Hudson Bay. (d) 

(b) Gulf of St. Lawrence. (e) 

(c) Gulf of Mexico. 

Surface — Model in sand — Study Map. 

(a) Rocky Mountain Highland. (d) 

(b) Appalachian Highland. (e) 

(c) Great Central Plain. 

Drainage (References in B Third Course), 
(a) Water partings — Model in sand. 

3. Height of Land. 



Gulf of California. 
West Indies. 



Atlantic Coast Plain. 
Pacific Coast Plain. 



1. Rocky Mountain Highland. 

2. Appalachian Highland. 



(b) River Systems. 

1. Mississippi. 

2. Atlantic. 

6. Climate. 

7. Political Divisions. 

(a) United States — Alaska. 

(b) Canada. 



3- 
4- 



Pacific. 
Arctic. 



(c) Mexico. 

(d) Central America. 



References : 

Brigham & McFarlane, Book I, pages 71-77; Book II, pages 
Natural Elementary, pages 23-30; maps, pages 22, 36-37, 31. 
Dodges Elementary, pages 75-78; maps, pages 72,73, 74. 
Tarr & McMurry, Book I, pages 101-103; maps, figures 133, : 
Tarr & McMurry, Book II, pages 1-26. 
Natural Advanced, pages 45-46. 
Dodge's Advanced, pages 89-98. 



35 



Carpenter's N. A., pages 1 1-17. 

Winslow Geography Reader, Book I, pages 29-32; maps, pages 30, 33. 

Winslow, Book II, pages 2-5; map, page 4. 



III. United States (as a whole): 

I.. Location. 3. Boundaries. 

2. Size and extent. 4. Climate. 

References : 

Brigham & McFarlane, Book 1, pages 81-85; Book II, pages 28-46. 

Natural Elementary, pages 33-38; maps, pages 35, 42-43. 

Tarr & McMurry, Book I, pages 103-107; maps, figures 136, 137, 

Dodge's Elementary, pages 78-79; maps, pages 76-77, 80-81, 84-85. 

Natural Advanced, pages 49-55. 

Winslow, Book I, pages 42-43; map, pages 40-41. 

Winslow, Book II, pages 6-20. 

Tarr & McMurry, Book II, pages 26-30. 

Dodge's Advanced, pages 102-1 18. 

Brigham's Commercial Geography, pages 11 2- 119. 

IV. New England States : 

I. Location. 

(a) Maine. , (d) Massachusetts. 

(b) New Hampshire. (e) Rhode Island. 

(c) Vermont. (f) Connecticut. 



Size. 

Surface. 

Coastline. 

Drainage. 

Climate. 



References : 

Brigham & McFarlane, Book I, pages 91, 92; Book II, pages 53-59. 

Natural Elementary, pages 42-51; maps, pages 42-43, 50. 

Dodge Elementary, map, page 87; pages 82-86. 

Tarr & McMurry, Book I, pages 108-120; map, figure 140. 

Tarr & McMurry, Book II, pages 32-33. 

Natural Advanced, page 63 ; map. page 62. 

Dodge's Advanced, pages 118-123. 

7. Industries. 

(a) Manufacturing — leading — why? (barren soil, cold climate, 
lack of raw material, good harbors, water-power). 

(b) Commerce. 

I . Advantages. 

(c) Fishing. 

36 



8. Products. . .: 

(a) Manufactured goods — cotton, leather, metal, paper, lumber. 

(b) Fish, lobsters, clams. 

(c) Building materials. 

(d) Type study of any product (optional). , 

References : 

Brigham & McFarlane, Book I, pages 92-97; Book II, pages 59-67. 

Natural Elementary, page 53. 

Dodge Elementary, pages 86-88. 

Tarr &l McMurry, Book I, pages 108-111. 

Tarr & McMurry, Book II, pages 33-44. 

Natural Advanced, pages 63-65. . 

Dodge's Advanced, pages 123-127. 

Winslow, Book II, pages 30-56. 

Dodge's Teaching of Geography, pages 82-83. 

McMurry's Type Studies, pages 23-38. 

First Book of Forestry, pages 99-104 (leather). 

Book of Wonders, pages 561-568 (wood pulp). 

9. History (briefly). 

10. Recreation. 

(a) Maine as a summer resort state. 

(b) White Mountains. 

(c) Cape Cod. . 

1 1 . Boston. 

(a) Importance. 

(b) Harbor. 

(c) Commerce. 

1. Raw materials in. 

2. Finished products out. 

(d) Compare with Detroit. 

References : 

Natural Elementary, page 52. 
Tarr & McMurry, Book I, page 119. 
Natural Advanced, pages 63-65. 
Dodge's Advanced, pages 127-128. 
Tarr & McMurry, Book II, pages 44-46. 
Winslow, Book II, page 80. 
Carpenter's N. A., pages 84-128. 

12,. Stereopticon Lesson on Boston or New England industries. 

13. Field Work (optional). 

(a) Visit to a shoemaker's shop. 

(b) Visit to a jewelry shop. 

37 



V. Middle Atlantic States: 

I. Location. 

(a) New York. (c) New Jersey. 

(b) Pennsylvania. 
Size — Compare with New England. 
Surface. 
Coastline. 
Drainage. 
Climate. 
Industries. 

(a) Manufacturing — leading — why? (abundance of raw material, 
ample fuel supply, water-power, opportunities for inland and 
foreign trade). 

(b) Commerce. 

1. Good harbors. 

2. Railroads. 

3. Importance of Hudson River and Erie Canal. 

(c) Mining. 

1. Coal Mines of Pennsylvania. 

(a) Coal. 
Formation; kinds — hard and soft (comparative, values and 

costs) — location of Pennsylvania coal fields. 

(b) Type study of a mine. 

1. Shaft — how made — compartments. 

2. Tunnels. 

3 . Lighting — ventilation — drainage. 

4. Blasting. 

5. Removal of coal. 

6. Preparation for market. 

7. Employes — duties — hours. 

8. Dangers. 

9. Uses of coal. 
10. Where shipped — why to iron regions. 

(c) Compare with iron mines of Michigan (See A Third 
Course) . 

2. Iron-ore beds. 



38 



3- Petroleum fields.- 

(d) Agriculture. 
Truck farming — why? 

8. Products. 

Iron and steel goods; silk and woolen goods; coal and its by- 
• products; petroleum; fruit; vegetables. 

References : 

Brigham & McFarlane, Book I, pages 99-103; Book II, pages 71-96. 

Natural Elementary, pages 47-48. 

Tarr & McMurry, Book I, pages 108-121. 

Dodge's Elementary, pages 89-98; map, page 90. 

Natural Advanced, pages 68-71. 

Tarr & McMurry, Book II, pages 48-67. 

Dodge's Advanced, pages 1x9-140. 

Carpenter's N. A: 

Iron, pages 192-196. 

Coal, pages 229-236. 

Pig Iron, pages 236-243. 

Petroleum, pages 220-225. 
Winslow, Book I : 

Coal, pages 89-90. 

Iron, pages 91-93. 
Winslow, Book II: 

Coal, pages 57-60. 

Iron, pages 61-64. 

Oil gas, pages 65-67. 
McMurry's Type Studies, pages 63-80. 
Book of Wonders Coal, pages 257-261. 
Stories of Country Life, pages 96-146. 
Dodge's Teaching of Geography, page 1 74. 
How We Are Fed, pages 64-69. 
Brigham's Commercial Geography, Iron, Chap. IV; Coal, Chap. V; Pelrcleum, pages 161-164- 

9. Hudson River. 

Important — why (fine harbor — direct route to lakes — wide 
valley — railroads). 

References : 

McMurry's Type Studies, pages 1-14. 

10. New York City. 

(a) Importance. 

(b) Harbor. 

(c) Commerce. 

(d) Reasons for growth (favorable geographic conditions). 

(e) Compare with Boston and Detroit. 

39 



1 1. Philadelphia. 

(a) Natural advantages for manufacturing and commerce. 

(b) History (briefly). 

12. Pittsburgh. 

(a) Center of steel trade — why? 

References : 

Brigham & McFarlane, Book I, pages 104-107; Book II, pages 85-95. 

Natural Elementary, pages 48-51. 

Dodge's Elementary, pages 96-99. 

Natural Advanced, pages 69-71. 

Tarr & McMurry, Book II, pages 62-67. 

Dodge's Advanced, pages 138-140. 

Carpenter's N. A.: 

New York City, pages 63-83. 

Philadelphia, pages 54-62. 

Washington, pages 17-49. 
Winslow, Book I : 

New York, pages 102-104. 
Winslow, Book II, pages 78-82. 
Dodge's Teaching of Geography, pages 96, 97. 
Brigham's Commercial Geography: 

Pittsburgh, page 99. 

New Yoik, pages 217-219. 

13. Stereopticon Lessons on Industries or Cities of Middle Atlantic 
States. 

VI. South Atlantic States: 



I. 


Location. 












(a) Delaware. 




(e) 


North Carolina. 




(b) Maryland. 




(0 


South Carolina. 




(c) Virginia. 




(g) 


Georgia. 






(d) West Virginia. 




(h) 


Florida. 




2. 


Surface. 










3- 


Coastline. 
(a) Few harbors- 


-why poor? 








4- 


Drainage. 










5- 


Climate. 












How does the climate affect the life of the people and the 


products? 




Compare with other sections s 


studied: 







References : 

Brigham & McFarlane, Book I, pages 108-110; Book II, pages 97-103. 
Natural Elementary, pages 54-57. 
Dodge's Elementary, pages 89-93. 
Natural Advanced, pages 71-72, 78-81. 



40 



Tarr & McMurry, Book I, pages 120-128. 
Tarr & McMurry, Book II, pages 49-51. 
Dodge's Advanced, pages 129; 142. 

6. Industries. 

(a) Agriculture — leading — why? (d) Mining. 

(b) Manufacturing — why increasing so rapidly? (e) Oyster fishing. 

(c) Lumbering. (f) Commerce. 

7. Products. 

(a) Agricultural. 

Cotton, rice, fruits, tobacco. 

(b) Manufactured. 

1. Cotton goods; lumber; turpentine; rosin; oil. 

2. Type study — cotton. 

(a) Location of Cotton Belt and Sea Islands. 

(b) Soil and climate necessary. 

(c) Planting — picking — ginning (invention of cotton-gin — 
effects) . 

(d) Baling. 

(e) Shipping — where — rank as an export. 

(f) Manufacture. 

1. Cleaning, carding, twisting, weaving. 

2. Centers of manufacture. 

(g) By-products. 

(c) Oysters. 

References : 

Brigham & McFarlane, Book I, pages 110-112; Book II, pages 103-109. 

Natural Elementary, pages 54-57. 

Natural Advanced, pages 71-71. 

Tarr & McMurry, Book I, pages 122-131. 

Tarr & McMurry, Book II, pages 51-53; pages 74-82. 

Dodge's Elementary, pages 93-97. 

Dodge's Advanced, pages 134; 143-145. 

Dodge's Teaching of Geography, pages 57-58. 

Winslow, Book I, pages 54-70. 

Carpenter's North America: 

Fruits, pages 139-149. 

Oysters, pages 52-^4. 

Rice, pages 128-132. 

Turpentine, pages 134-139. 
Stories of Country Life: 

Lumber, pages 39-49. 
Agriculture for Beginners: 

Cotton and Tobacco, pages 150-163. 

Rice, pages 177-178. 

41 



McMurry's Type Studies: 

Fruits, pages 81-88. 

Forests, pages 132-142. 
How We Are Clothed, pages 39-56. 
How We Are Fed: 

Rice, pages 70-76. 
Brigham's Commercial Geography: 

Turpentine, Rosin, Tar, page 141. 
First Book of Forestry, pages 160-177. 

8. Cities. 

(a) Charleston. 

(b) Washington — Capital of the United States. 

1. Locate (explain District of Columbia). 

2. Seat of national government. 

3. Beauty of City (use pictures). 

References : 

Brigham & McFarlane, Book I, pages 113, 114; Book II, pages 109-112. 

Natural Elementary, page 56. 

Natural Advanced, pages 71-72. 

Dodge's Elementary, pages 97-101. 

Dodge's Advanced, page 141. 

Tarr & McMurry, Book I, pages 127; 1 30-1 31. 

Tarr & McMurry, Book II, pages 67, 82. 

Carpenter's North America, pages 17-49. 

9. Stereopticon Lessons. 

Select any bearing on the industries or cities of this section. 

VII. Minimum Essentials in Location: 

Pupils should be able to locate on an unlettered map the points 
listed below: 

Continents — North America, South America, Europe, Asia, Africa, 
Australia, Greenland. 

Oceans — Atlantic, Pacific, Indian, Arctic, Antarctic. 

Countries of North America — Canada, United States, Alaska, 
Mexico, Central America. 

New England States — Maine, New Hampshire, Vermont, Massa- 
chusetts, Connecticut, Rhode Island. 

Middle Atlantic States — New York, Pennsylvania, New Jersey. 

South Atlantic States — Delaware, Maryland, Virginia, West Virginia, 
North Carolina, South Carolina, Georgia, Florida. 

Gulfs — Mexico, St. Lawrence. 

Mountains — Rocky, Appalachian. 

42 



Rivers — Mississippi, St. Lawrence, Hudson. 

Cities — New York, Philadelphia, Boston, Pittsburgh, Washington. 

VIII. Minimum Essentials in Information: 

See page 147 of this course of study. 

IX. Supplementary Reading: 

Winslow Geography Reader, Book I. 
Winslow Geography Reader, Book II. 
Carpenter's North America. 
Seven Little Sisters. 



4^ 



FOURTH GRADE— A CLASS 



To the teacher: Read the course of study to this point before 
teaching the work as outHned for this grade. 

I. South Central States: 

1 . Location. 

(a) Alabama. (e) Oklahoma. 

(b) Mississippi. (f) Arkansas. 

(c) Louisiana. (g) Tennessee. 

(d) Texas. (h) Kentucky. 

2. Surface. 

(a) Flood Plain. 

3. Coastline. 

(a) Few harbors — why poor? ' 

4. Drainage. 

(a) Mississippi River — delta — levees — jetties. 

Why does the land at the mouth of the Mississippi extend so 

far into the Gulf of Mexico? 
Field Work — Observe running water in school yard after a rain. 

5. Climate. 

How does the climate affect the life of the people and the pro- 
ducts? Compare with other sections studied. 

References : 

Brigham & McFarlane, Book I, pages 11 5-1 19; Book II, pages 113-120. 

Tarr & McMurry, Book I, pages 121- 124. 

Dodge's Elementary, pages 102-103; maps, pages 90. 91, 104-10^. 

Natural Advanced, page 78; map, pages 78-79. _^ 

Tarr & McMurry, Book II, pages 71-73. 

Carpenter's N. A.: 

Jetties, pages 149-1 5 i- 

Levees, pages 167-169. 
Winslow Geography Reader, Book II, pages 91-96 

6. Industries. 

(a) Agriculture — chief — why? (favorable conditions). 



44 



(b) Manufacturing — why increasing so rapidly (abundance of 
raw material, coal, water power, limestone). 

(c) Lumbering — greatest lumber section of the U. S. — value of 
products. 

(d) Mining. 

(e) Commerce — why increasing? 

7. Products. 

(a) Agricultural. • 
Cotton, sugar cane, rice, fruits. 

(b) Manufactured. 

I. Iron and steel goods; cotton goods; lumber; sugar; cotton- 
seed oil. 

References : 

Brigham &l McFarlane, Book I, pages i 19-122; Book II, pages 120-125. 

Natural Elementary, pages 54-56. 

Tarr & McMurry, Book I, pages 120-131. 

Dodge's Elementary, pages 94-95, 105-106. 

Natural Advanced, pages 78-83. 

Tarr 6z McMurry, Book II, pages 73-90. 

Dodge's Advanced, pages 142-152. 

Dodge's Teaching of Geography, pages 57-58. 

Carpenter's N. A. : 

Rice, pages 128-132. 

Sugar, pages 157-164. 
Stories of Country Life: 

Sugar, pages 9-1 1. 

Lumber, pages 39-49. 
Agriculture for Beginners: 

Cotton and Tobacco, pages 150-163. 

Rice, pages 177-178. 

Sugar, pages 305-317. 
Winslow, Book I, pages 54-170. 
McMurry 's Type Studies: 

Forests, pages 132-142. 
How We Are Clothed, pages 39-56. 
How We Are Fed: 

Rice, pages 70-76. 

Sugar, pages 77-90. 
First Book of Forestry, pages 163-177. 

8. Cities. 

(a) New Orleans (Gateway of the most productive region of the 
U. S.) 

(b) Birmingham (the Pittsburgh of the South) — what special 
advantage has it? 

(c) Galveston. 

45 



References : 

Brigham & McFarlane, Book I, pages 111-121; BooR"!! '"pages"! iy":rz77 

Tarr & McMurry, Book I, page 127; pages 129-130. 

Natural Elementary, page 55. 

Natural Advanced, pages 80-83. 

Carpenter's N. A., pages 149-169. 

Winslow, Book II, pages 1 15-117- 

McMurry's Type Studies, pages 189-217. 

9. Stereopticon Lesson. 

Select any bearing on the industries or cities of the Southern 
Section. 

II. North Central States: 



4- 



Location. 


(a) 


Michigan. 


(b) 


Ohio. 


(c) 


Indiana. 


(d) 


Illinois. 


(e) 


Wisconsin. 


(0 


Minnesota. 


Surface. 


(a) 


Prairies — rich soil. 


Drainage. 


(a) 


Mississippi. 


(b) 


Ohio. 


Climate. 



(g) 


Iowa. 


(h) 


Missouri. 


(0 


North Dakota 


(j) 


South Dakota. 


(k) 


Nebraska. 


(1) 


Kansas. 



(c) Missouri. 

(d) Great Lakes. 



(a) Effect of Great Lakes on climate. 



References: 

Brigham & McFarlane, Book I, pages 123-126; Book II, pages 129-136. 

Tarr & McMurry, Book I, pages 132, 133. 

Natural Elementary, map, pages 42-43. 

Dodge's Elementary, pages 107-108; map, page-; 104-105. 

Natural Advanced, page 66; map, pages 66-67. 

Tarr & McMurry, Book II, pages 91-93. 

Winslow, Book II, pages 123-133. 

5. Industries. 

(a) Agriculture — Great food producing section — Why? 

I. Type Study — A Wheat Farm (type in Valley of Red River 
of the North). 

(a) Size — buildings — employes. Compare with Michigan 
farm.. 



46 



(b) Planting. 

(c) Harvesting. 

(d) Marketing of wheat — elevators — shipment. 

(e) Milling — Minneapolis. 

(f) Location of entire wheat district. 

(g) Value of our wheat crop. 

(b) Manufacturing. 

(c) Ranching. 

I. Type Study. 

(a) Where carried on — why? 

(b) Location of ranch house. 
I. Great distances apart. 

(c) "Range" or public lands — few fences. 

(d) First round-up — object — how accomplished. 

(e) Second round-up — purpose. 

(f) Life of ranchmen. 

(g) Shipping. 

(h) Chief packing centers: 

1. Chicago. 

2. Kansas City. 

3. Omaha. 

4. St. Louis. 

What was the chief factor in making these cities meat- 
packing centers? 

(d) Mining. 

(e) Lumbering. 

(f) Commerce. 

1. Railroads. 

(a) Why easily built ^ 

2. Waterways. 

(a) Great Lakes and Erie Canal. 
I . Soo Canal and Locks. 

(b) Mississippi System. 

6. Products, 
(a) Agricultural. 

Wheat, corn, oats, tobacco. 

(How does the U. S. rank in the production of wheat and corn?) 

47 



(b) Manufactured. 

Flour, furniture, cars, iron and steel goods, machinery, woolen 
goods, leather goods. 

(c) Animal. 

Live stock, meat. 

(d) Mineral. 

Iron, copper, coal. 

References : 

Brigham & McFarlane, Book I, pages 127-131; Book II, pages 136-146. 

Natural Elementary, pages 57-59. 

Tarr & McMurry, Book I, pages 132-141. 

Dodge's Elementary, pages io8-iii. 

Natural Advanced, pages 67-68, 72-77. 

Tarr & McMurry, Book II, pages 93-116. 

Dodge's Advanced, pages 152-165. 

Winslow. Book I, pages 58-65, 77-78, 84-88. 

Winslow, Book II, pages 134-143, 148-150. 

McMurry "s Type Studies: 

Niagara Falls, pages 39-47. 

Great Lakes, pages 163-174. 

Prairies, pages 99-107. 

Lumber, pages 108- 119. 

Ranching, pages 218-232. 
Carpenter's N. A.: 

Corn and Wheat, pages 172-183. 

Lumbering, pages 198-205. 

Great Lakes and the Soo Canal, pages 185-192. 

Erie Canal, pages 209-210. 
Stories of Country Life: 

Wheat, pages 14-17, 83-88, 163-169. 

Corn, pages 26-27, 89-95. 
Agriculture for Beginners: 

Wheat and Corn, pages 163-171. 
How We Are Fed: 

Fishing, pages 54-63. 

Meats, pages 22-31. 

Ranching, pages 18-22. 
Brigham's Commercial Geography : 

Wheat, Chapter I. 

Cattle Industries, Chapter III. 

7. Cities. 
(a) Chicago. 

1 . Location. 

2. Early history (briefly). 

3. Rapid growth; why? 

(a) Lake port. 

(b) Great railroad center. 

(c) Center of grain-producing region. 



(d) Convenient to coal and iron deposits. 

(e) Nearness to forests. 

(f) Within easy reach of the stock-raising region. 

(g) Energy of its people. 

4. Manufactures. 

Flour, lumber, furniture, iron and steel goods, cars, packed 
meats, clothing — why? 

5. Commerce. 

6. Stockyards. 

Read Carpenter's N. A., Chap. 32. 

7. People. 

I. Large foreign element. 

8. Compare with New York and Detroit. 
(b) St. Louis — center of Mississippi Valley, 
(c) . Detroit — See A Third Course. 

(d) Cleveland — manufacturing center — why? 

(e) Buffalo — important lake port — Niagara Falls. 

(f) Cincinnati — most important city of Ohio Basin — why? 

(g) Minneapolis — leading flour center. 

(h) Duluth — why a great distributing point for East and West? 
(i) Kansas City — stockyards. 

References: 

Brigham & McFarlane, Book I, pages 131-133; Book II, pages 146-1J4 

Tarr & McMurry, Book I, pages 138-142. 

Natural Elementary, pages 45-46. 

Dodge's Elementary, pages i lo-i 1 1. 

Natural Advanced, pages 72-77. 

Tarr & McMurry, Book II, pages 93-1 16. 

Carpenter's N. A., pages 198-205, 212-220, 245-259. 

Brigham's Commercial Geography, pages 219-221. 

8. Stereopticon Lesson. 

III. Plateau States: 

I. Location — name, why so called, size of section, last part of 
country settled — why? 

(a) Montana. (e) New Mexico. 

(b) Idaho. (f) Arizona. 

(c) Wyoming. (g) Utah. 

(d) Colorado. (h) Nevada. 

49 



Surface and Drainage. 

(a) Height above sea level — (See diagram, Natural Elementary). 
Compare with Eastern section. 

(b) Rocky Mountains — (the continental divide). 
I. pike's Peak. 

(c) Great Basin. 
I. Height of land in Basin. 

Boundaries. 

How formed. 

Drainage. 

Great Salt Lake — location — size— history. 

(d) Rivers. 

1 . Colorado — study canyon. 

2. Missouri. 

3. Yellowstone. 

4. Rio Grande. 

3. Climate. 

(a) Slight rainfall — why — (a drawback to development). 

(b) Healthful— why? 

(c) Temperature — varied — why? 

References : 

Brigham & McFarlane, Book I, pages 135-137; Book II, pages 155-163. 

Tarr & McMurry, Book I, pages 143-148. 

Natural Elementary, map, page 58. 

Dodge's Elementary, pages 11 4- 116. 

Natural Advanced, page 85; map, page 84. 

Tarr & McMurry, Book II, pages 119-121. 

Carpenter's N. A.: 

Pike's Peak, pages 259-261. 

Grand Canyon, pages 262-263. 
McMurry 's Type Studies: 

Pike's Peak, pages 233-240. 

Great Basin, pages 252-260. 
Winslow, Book II: 

Great Salt Lake, pages 171-172. 

4. Industries. 

(a) Mining; chief — why? 

I. Type Study — Silver Mine. 

(a) Location of great silver regions. 

(b) Silver ore veins. 

(c) Development of Mine. 

I. Shaft — how built — compartments — shaft house. 

50 



2 



Tunnels — stopes (compare with apartment house). 



Blasting. 

Removal of ore from mine to mill. 
Process of obtaining pure silver. 
Uses of silver. 

2. Herding. 

3. Farming — increasing; why? 
I. Irrigation treated simply. 

5. Products. 

(a) Mineral. 

Gold, silver, copper, lead, coal. 

(b) Animal. 

Sheep, hides, wool. 

(c) Agricultural. 
Fruits. 

References : 

Brigham & McFarlane, Book I, pages 1 35-140; Book II, pages 155-172. 

Natural Elementary, pages 59-6 1 . 

Tarr & McMurry, Book I, pages 143-156. 

Dodge's Elementary, pages 116-117. 

Natural Advanced, page 85. 

Tarr & McMurry, Book II, pages 122-136. 

Dodge's Advanced, pages 165-170. 

Carpenter's N. A. : 

Irrigation, pages 284-294. 

Silver Mining, pages 273-280. 
Winslow, Book I, pages 75-76; 80-82. 
Winslow, Book II, pages 176-180; 182-185. 
McMurry 's Type Studies, pages 241-251 
How We Are Clothed, pages 59-7 1 ■ 
Book of Wonders, wool, pages 80-90. 

6. Cities. 

(a) Denver. 

1. Distributing center between Mississippi valley and Plateau 
region. 

2. Smelting center. 

3. Health resort. 

(b) Salt Lake City (read Carpenter's N. A., Chapter 36). 

1. What irrigation has done. 

2. Railroad center. 



51 



7- Yellowstone Park. 

Why so called; location; size; elevation; work of Congress; build- 
ings; roads; fort; government regulations; animals, scenery; 
geysers; hot springs; canyon. 

References : 

Brigham & McFarlane, Book I, pages 137-140; Book II, pages 163-172. 

Tarr & McMurry, Book I, pages 156-157 

Dodge's Elementary, pages 11 7-1 18, 

Natural Advanced, pages 86-87. 

Tarr & McMurry, Book II, pages 137-141; 143-146. 

Carpenter's N. A.: 

Yellowstone Park, pages 311-327. 

Salt Lake City, pages 284-294. 
Winslow, Book I, pages 112-113. 
Winslow, Book II, pages 199-202. 

8. Stereopticon Lesson. 

rV. Pacific States: 

1. Location. 

(a) Washington. (c) California. 

(b) Oregon. ' ' 

2. Surface. 

3. Coastline. 

(a) Few harbors. 

(b) Compare with Atlantic coast. 

4. Drainage. 

(a) Sacramento River. (c) San Joaquin River. 

(b) Columbia River. 

5. Climate. 

6. Industries. 

(a) Agriculture; main — why? 

1. Wheat region. 

2. Fruit regions. 

3. Need of irrigation. 

(b) Mining. 

(c) Lumbering. 

1. Big trees. 

2. Forest reserves. 

3. Relation to mining. 

4. Yosemite National Park. 

52. 



(d) Fishing. 

I. Salmon. 

(a) Type Study — Salmon fishing. 

1. Columbia River (describe). 

2. Appearance of fish — habits — government protection. 

3. Methods of catching— people engaged. 

4. Disposal of catch. 

(a) Fresh. 

(b) Canned (process).- 

5. Shipping — where. 

(e) Commerce. • 

(f) Manufacturing. 

7. Products. 

(a) Agricultural. 
Wheat, fruit. 

(b) Mineral. 
Gold. 

(c) Lumber. 

(d) Manufactured. 

Wool, wine, petroleum, sugar, canned salmon. 

References : 

Brigham & McFarlane, Book I, pages 141-145 ; Bcok II, pages 173-182. 

Natural Elementary, pages 62-64. 

Tarr & McMurry, Book I, pages 143-157. 

Dodge's Elementary, pages 1 21-124. 

Natural Advanced, pages 88-8g. 

Dodge's Advanced, pages 170-174. 

Tarr & McMurry, Book II, pages 1 19-148. 

Carpenter's N. A.: 

Gold, pages 264-273. 

Salmon, pages 316-318. 

Fruits, pages 294-300. 

Big Trees, pages 301-303. 
Winslow, Book I : 

Gold, pages 93-97- 

Fishing, pages 99-101. 

Fruits, pages 82-84. 
Winslow, Book II, pages 1 86-191. 
McMurry's Type Studies: 

Gold, pages 261-274. 

Salmon, pages 275-288. 

53 



8. Cities. 

(a) San Francisco. 

1. Largest city of the West. 3. Railroad facilities. 

2. Excellent harbor. 4. Mongolian element. 

(b) Portland. 

(c) Seattle. 

(d) Los Angeles. 

1. Beauty. 

2. Health resort. 

References : 

Brigham & McFarlane, Book I, pages 144, 145; Book II, pages 182-184. 

Tarr & McMurry, Book I, pages 152. 

EDodge's Elementary, pages 123-124. 

Natural Advanced, pages 90-91. 

Carpenter's N. A., pages 306-3 1 1 . 

Winslow, Book II, pages 191-194. 

9. Stereopticon Lesson. 



V. Possessions of the United States : 

(To be treated as supplementary reading). 

1. Alaska. 3. Porto Rico. 

2. Hawaiian Islands. 4. Philippines. 

References: 

Brigham & McFarlane, Book I, pages 147-153; Book II, pages iS'j-igz. 
Natural Elementary, Alaska, page 64. 
Tarr & McMurry, Book I : 

Alaska, pages 158-160. 

Island possessions, pages 160-162. 
Dodge's Elementary: 

Alaska, pages 125-128. 

Island possessions, pages 119-131. 
Natural Advanced: 

Alaska, page 91. 
Tarr & McMurry, Book II, pages 1 48- 160. 
Dodge's Advanced, pages 1 74-181. 
Winslow, Book I, pages 176-178. 
Winslow, Book II, pages 80-99. 
Winslow, Book III, pages 34-44. 
Carpenter's N. A., pages 336-352. 
• Around the World, Book III: 

Alaska, pages 9-46. 

Island possessions, pages 188-234. 



54 



VI. Minimum Essentials in Location: 

Pupils should be able to locate on an unlettered map the points 
listed below: 

Continents — North America, South America, Europe, Asia, Africa, 
Australia, Greenland. 

Oceans — Atlantic, Pacific, Indian, Arctic, Antarctic. 

Countries of North America — Canada, United States, Alaska, 
Mexico, Central America. 

States of the United States — Alabama, Arizona, Arkansas, Cali- 
fornia, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, 
Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, 
Maryland, Massachusetts, Michigan, Minnesota, Mississippi, 
Missouri, Montana, Nebraska, Nevada, New Hampshire, New 
Jersey, New Mexico, New York, North Carolina, North Dakota, 
Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South 
Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, 
Virginia, Washington, West Virginia, Wisconsin, Wyoming. 

Gulfs — Mexico, St. Lawrence. 

Mountains — Rocky, Appalachian, Pikes Peak. 

Rivers — Mississippi, St. Lawrence, Hudson, Missouri, Ohio, Colo- 
rado, Detroit. 

Canals — Erie, Soo. 

Lakes — Superior, Michigan, Huron, Erie, Ontario, Great Salt Lake, 
St. Clair. 

Cities of the United States — New York, Boston, Philadelphia, 
Pittsburgh, Washington, New Orleans, Chicago, St. Louis, 
Detroit, Cleveland, Buffalo, Minneapolis, Duluth, Denver, San 
Francisco. 

Wonders — Yellowstone National Park, Niagara Falls. 

VII. Minimum Essentials in Information: 

See page 148 of this course of study. 

VIII. Supplementary Reading: 

Around the World, Book III. 
Winslow Geography Reader, No. i. 
Winslow Geography Reader, No. II. 
Winslow Geography Reader, No. III. 
Carpenter's North America. 



5 5 



FIFTH GRADE— B CLASS 



To the teacher: Read the course of study to this point before 
teaching the work as outlined for this grade. 



5 



I. Europe (as a whole) : 
Location. 

Size (make comparisons). 
Boundaries — natural . 
Surface. 

(a) Continental Highland — Pyrenees, Alps, Caucasus. 

(b) Lowlands (comprise two-thirds of area). 
Coastline. 

(a) Character (compare with N. A.) 

(b) Its advantages. 

(c) Indentations. 

1. Mediterranean Sea. 

2. Baltic Sea. 

3. North Sea. 

4. Bay of Biscay. 

(d) Projections. 

1. Scandinavian Peninsula. 

2. Spanish Peninsula. 

6. Drainage. 
(a) The headwaters of the Po, Rhine, Danube, and Rhone are 

in the Alps. 

7. Climate. 

(a) Compare with latitude of N. A. 

(b) Position of mountains as affecting winds (no arid region; 
semi-tropical climate of Southern Europe). 



5- 
6. 

7- 



3- 
4- 



Black Sea. 
Adriatic Sea. 
Caspian Sea. 



Italian Peninsula. 
Balkan Peninsula. 



56 



People. 

(a) Causes of diversity. 
I . Natural boundaries. 



References : 

Brigham &McFarlane, Book I, pages 179-184; Book II, pages 261-268; pages 261-273 (revised edition). 

Natural Elementary, pages 87-90. 

Tarr & McMurry, Book I, pages 186-188; maps, figures 232-23?. 

Dodge's Elementary, pages 151-153; maps, pages 152; 156; 160. 

Natural Advanced, pages 11 3-1 17. 

Tarr & McMurry, Book II, pages 257-263. 

Dodge's Advanced, pages 215-223. ■ • ' 

Winslow Geography Reader, No. i, pages 140-142. 

Winslow, Book IV, maps, pages 3-7; pages 2-6. 

Carpenter's Europe, pages lo-ii. 



II. The British Isles : 

1. Location (the dominant factor in determining importance), 
(a) Chief division. 

2. Size. 

Compare with some of our states. 

3. Surface. 

(a) Chiefly lowland. 

(b) Highland region of western England. 

4. Coastline. 

(a) Kind (compare with New England). 

(b) West coastline more irregular — why? 

(c) Harbors. 

5. Drainage. 

(a) Rivers — mostly navigable — deep mouths. 

1. Thames. 

2. Clyde. 

6. Climate. 

(a) Favorable — why? 

References : 

Brigham & McFarlane, Book I, pages 185, 186; Book II, pages 275-277. 

Natural Elementary, pages 93-94. 

Dodge's Elementary, page 155. 

Tarr & McMurry, Book II, pages 263-264. 

7. Industries. 

(a) Manufacturing — leading; why (abundance of coal, iron, and 
limestone; waterpower; ease of obtaining raw material). 

57 



(b) Commerce. 

I. What is Great Britain's rank as a commercial nation:* 
Reasons. 

(c) Mining. 

I. Location of principal mining region. 

(d) Stock-raising. 

(e) Fishing. 

(f) Agriculture. 

Why does Great Britain import foodstuffs? 

8. Products. 

(a) Manufactured. 

Cotton, iron and steel, wool, linen. 

(b) Mineral. 
Tin, coal, iron. 

(c) Animal. 

Sheep, cattle, fish. 

(d) Agricultural. 
Garden products, flax. 

References : 

Brigham & McFralane, Book I, pages iSj-189; Book II, pages 277-285. 

Natural Elementary, pages 93-94. 

Tarr & McMurry, Book I, pages 188-192. 

Dodge's Elementary, pages 155-158. 

Natural Advanced, pages 122-123. 

Tarr & McMurry, Book II, pages 265-270; 275. 

Dodge's Advanced, pages 224-232. 

Winslow, Book I, pages 142-146. 

Brigham's Commercial Geography: 

Iron, Chapter IV. 

Cotton, Chapter II. 
Allen's New Europe, pages 76-104; 296-298. 

9. Cities. 

(a) London. 

1 . Location — advantages. 

2. Importance. 

(a) Metropolis of the world. 

(b) Greatest shipping point. 

(Compare with shipping passing Detroit). 

(c) Capital of Empire. 

(d) Money center of World — (Compare with New York). 

3. Appearance of city. 

58 



4- Points of interest. 

(a) Parliament Buildings. 

(b) Tower. 

(c) Westminster Abbey. 

(d) St. Paul's. 

(b) Liverpool (commerce). 

(c) Manchester (cotton goods). 

(d) Leeds (woolen goods). 

(e) Birmingham (iron and steel products — compare with Bir- 
mingham, Alabama). 

(f) Sheffield (cutlery — silverware). 

(g) Glasgow (commerce — ship building). 

(h) Edinburgh (beauty — educational center). 

(i) Dublin (beauty — educational center — Compare with Edin- 
burgh) . 
(j) Belfast (linen goods). 

References : 

Brigham & McFarlane, Book I, pages 186-189; Bjok II, pages 283, 284. 

Tarr & McMurry, Book I, pages 190, 191. 

Dodge's Elementary, pages 1 57-161. 

Natural Advanced, pages 123-124. 

Tarr & McMurry, Book II, pages 271-274- 

Carpenter's Europe, pages 16-40; 56-66. 

Allen's New Europe, pages 40-55. 

TO. People. 

1 1 . Government. 

12. Stereopticon Lesson. 

References : 

Brigham & McFarlane, Book II, page 285. 
Tarr & McMurry, Book II, page 276. 
Winslow, Book IV, pages 17-41. 
Carpenter's Europe, pages 76-84. 

13. Colonial Possessions. 

(a) Name and find on map: 

1. Canada. 3. Australia. 

2. India. 4. Egypt. 

(b) Canada. 

1. Location — Boundaries. 

2. St. Lawrence — Value. 



59 



3- Wheat farms of the Northwest — compare with wheat 

regions of the U. S. 
4. Cities. 

(a) Montreal. (c) Toronto. 

(b) Quebec. (d) Ottawa. 

References : 

Brigham fiz McFarlane, Book I, pages 155-157; page 189; Book II, pages 199-208. 

Natural Elementary, pages 65-67. 

Dodge's Elementary, pages 1 31-134. " '" 

Tarr & McMurry, Book I, pages 172-175. 

Natural Advanced, pages 93-95. 

Tarr & McMurry, Book II, pages 1 61-170. 

Dodge's Advanced, pages 183-190. 

Winslow, Book I, pages 11 4- 116. 

Winslow, Book III, pages 1-22. - 

Carpenter's N. A., pages 352-376. ^ . 

14. Stereopticon Lesson. 

I II. France: 

1. Location. , ' ', , 
(a) Value of natural boundaries. 

2. Surface. 

(a) Plains. ' 

(b) Highlands. 

1. Alps. 

(a) Mt. Blanc. 

2. Pyrenees. 

3 . Coastline. 

(a) Few good harbors. 

4. Drainage. 

(a) Rivers — navigable far into the interior — why? 
I. Seine. 3. Loire. 

3. Rhone. , 4. Garonne. 

(b) Canal system. 

5. Climate — favorable — rainfall plentiful; why — semi-tropical in 
southeast; why? 

References : 

Brigham & McFarlane, Book I, page 197; Book II, pages 301 302. 
Natural Elementary, pages loo-ioi. 
Tarr & McMurry, Book II, page 284. 
Winslow, Book IV, 45-47. 
Gore's Manual, pages 149-150. 

60 



6. Industries. ' '' 

(a) Agriculture — principal; why? 

(b) Manufacturing — extensive; why? 

(c) Commerce — advantages. 

7. Products. 

(a) Agricultural. 

Grapes, wheat, mulberry tree — why? 

(b) Manufactured. 

Silk (study silk industry), other textiles, wine, metal goods. 

References: ■ 

Brigham & McFarlane, Book I, pages 197, 198; Book II, 302-306. 

Tarr & McMurry, Book I, pages 195-198. 

Natural Advanced, pages 128-129. 

Tarr & McMurry, Book II, pages 284-289. 

Winslow, Book IV, pages 47-50. 

Winslow, Book I, silk, pages 148-150. ' ■■ . 

Carpenter's Europe, pages 95-100. 

Book of Wonders, silk, pages 109-121. 

How We Are Clothed, silk, pages 85-98. 

Allen's New Europe, pages 337-346, 251, 299-306. 

8. Cities. 

(a) Paris. 

1 . Advantages of location. 

2. Size (compare with London and New York). 

3. Beauty of city. 

4. Art center. 

5. Manufactures — Artistic. 

6. Commercial center. 

(b) Havre — Chief sea port. 

(c) Lyons — center of silk industry 

(d) Marseilles — Mediterranean port. 

(e) Bordeaux — wine port. 

9. People. 

10. Government. 

References : 

Brigham 62 McFarlane, Book I, page 198; Book II, pages 304-305. 

Dodge's Elementary, pages 162-165. 

Natural Advanced, page 129. 

Tarr & McMurry, Book II, page 284. 

Dodge's Advanced, pages 233-238. 

Winslow, Book IV, pages 51-54. 

Carpenter's Europe, pages 102-124. 

Brigham's Commercial Geography, pages 321-334. 

Allen's New Europe, pages 375-384. 

61 



II. Stereopticon Lesson. 

IV. Germany. 

1. Location. 

2. Boundaries. 

3. Surface. 

4. Coastline. 

5. Drainage. 

(a) Mainly northward — why? 

(b) Rivers — navigable — connected by canals. 

1. Rhine. 

(a) Valley. 

(b) Scenery. 

(c) Commercial importance. 

2. Elbe. 

6. Climate. 
(a) Rainfall. 

References : 

Brigham & McFarlane, Book I, page lo^; Book II, pages 287, 288. 

Natural Elementary, pages 95-96. 

Natural Advanced, page 124. 

Tarr & McMurry, Book II, pages 309-311. 

Winslow, Book IV, pages 100-106. 

Carpenter's Europe, pages 228-248. 

7. Industries. 

(a) Agriculture — intensive. 

(b) Manufacturing. 

1. Great advance in recent years — why? 

2. Compare with United States and Great Britain. 

(c) Lumbering. (e) Stock-raising. 

1. Extent of forests. (f) Commerce. 

2. Conservation. 

(d) Mining. 

8. Products. 

(a) Agricultural. 

Sugar beets, grains, grapes, potatoes. 

(b) Manufactured. 

Sugar, iron and steel, textiles. 

62 



(c) Mineral. 

Coal, iron, zinc, silver, salt. 

(d) Animal. 

Cattle, sheep, swine. 

Why is hog-raising on the increase? 

References : 

Brigham & McFarlane, Book I, pages igo-igz; Book II, pages 289-291. 

Tarr & McMurry, Book I, pages 192-195. 

Dodge's Elementary, pages 173-174. 

Natural Advanced, page 124. 

Tarr & McMurry, Book 1 1 , pages 3 1 1 -3 1 3 . 

Dodge's Advanced, pages 256-261. 

Winslow, Book IV, pages 107-111. 

Carpenter's Europe, pages 187-190. 

Book of Wonders, sugar beet, pages 145-154. 

Brigham's Commercial Geography, iron. Chapter IV. 

Allen's New Europe, pages 174-199. 

9. Cities. 

(a) Berlin. 

1 . Location. 

2. Water connection with sea ports. 

3. Railroad, maufacturing, and educational center. 

(b) Hamburg (chief seaport). 

1. Imports. 

2. Exports. 

(c) Dresden. 

(d) Cologne. 

10. People. 

1 1 . Government. 

12. Stereopticon Lesson. 

V. Italy: 

1. Location — boundaries, natural. 

2. Surface. 

(a) Highlands. 

I Alps. 3. Mt. Vesuvius. 

2. Apennines. 

(b) Lowlands. 

I. Valley of Po. 2. Coastal Plain. 

3. Coastline. 

Note extent and many fine harbors. 

63 



4- Drainage. 

(a) Rivers — not long; why — valuable; why? 

I. Tiber. 2. Po. 

(b) Lakes. 

I Why famous. 2. Why valuable. 

5. Climate. 

(a) How modified. 

(b) Abundant rainfall — when? 

(c) What places of United States are in same latitude? 

References : 

Brigham & McFarlane, Book I, page 203; Book II, pages 315-316. 

Natural Elementary, pages 103^104. 

Tarr & McMurry, Book II, pages 323-324. 

Winslow, Book IV, pages 12J-1Z7. 

Gore's Manual, page 142. 

6. Industries. 

(a) Agriculture. 

Why is Italy essentially an agricultural country? 

(b) Manufacturing. 

I. Means. 2i Extent.' 

(c) Fishing. 

(d) Quarrying. 

(e) Commerce. 

I. Relation to the commerce of other European countries. 

7. Products. 

(a) Agricultural. 

Raw silk, fruits, grains, flax, hemp. 

(b) Manufactured. 

Wine, textiles, olive oil, artistic products — lace, statuary, 
jewelry, etc. (In what other countries does the artistic 
taste of the people affect the manufacturers?) 

(c) Animal. 

Coral, sponge, fish. 

(d) Mineral. 
Sulphur, marble. 

References : 

Brigham & McFarlane, Book I, pages 203-204; Book II, pages 317-319. 

Tarr & McMurry, Book I, pages 198-200. 

Natural Advanced, page 130. 

Tarr & McMurry, Book II, pages 324-325. 

64 



Winslow, Book IV, pages 127-130. 
Carpenter's Europe, pages 402-407. 
Allen's New Europe, pages 335-337; 347-361- 

8. Cities. 

(a) Rome. 

I. Early history (briefly). 
2 Attractions. 

(a) Ruins. (c) St. Peter's. 

(b) Vatican. 

(b) Naples. 

1 . Beauty of location. 

2. Fine harbor. 

3. Mt. Vesuvius. 

(c) Florence — art center. 

(d) Venice---canals. 

(e) Genoa — chief seaport; birthplace of Columbus. 

9. People. 

References : , 

Brigham & McFarlane, Book I, pages 204-205; Book II, pages 319-320. ' , 

Dodge's Elementary, pages 169-170. 

Natural Advanced, page 1 30. 

Tarr 82 McMurry, Book II, pages 326-330. 

Dodge's Advanced, pages 264-268. 

Winslow, Book IV, pages 1 31-138. 

Carpenter's Europe, pages 392-405. 

Brigham's Commercial Geography, pages 357-363. 

Allen's New Europe, pages 384-385. 

10. Stereopticon Lesson. 

VI. Russia. 

1 . Location. 

2. Size. (Compare with Europe and the United States). 

3. Surface. 

(a) Tundras. (b) Steppes. 

4. Coastline — extensions — lack of good harbors — compare with 
United States. 

(a) Black Sea. (c) Caspian Sea. 

(b) Baltic Sea. 

65 



5- Drainage. 

(a) Rivers. 

1. Effect of surface upon the rivers. 

2. Volga. 

(b) Lakes. 

6. Climate — extreme changes; causes. 

References : 

Brigham & McFarlane, Book I, page 210; Book II, pages 319-331. 

Natural Elementary, pages 105-107. 

Tarr & McMurry, Book I, pages 202-204. 

Dodge's Elementary, pages 178-180. 

Natural Advanced, page 133. 

Tarr & McMurry, Book II, pages 302-303. 

Winslow, Book IV, pages 146-148. 

Carpenter's Europe, pages 314-330. 

7. Industries. 

(a) Agriculture. (Compare with United States and Canada^ 

(b) Lumbering — extensive forests. 

(c) Grazing — where— why. 

(d) Mining. 

(e) Manufacturing — increasing. 

(f) Commerce. 

1. Inland. 
(a) Means. 

1. Fairs. 

2. Canals. 

3. Railroads, Trans-Siberian. 

2. Foreign. 

(a) Causes of retardation. 

1 . Natural. 

2. Political. 

8. Products. 

(a) Agricultural. 
Wheat, flax, hemp. 

How does Russia rank in the production of wheat? 

(b) Mineral. 

Gold, platinum, petroleum. 

Compare with mineral products of United States. 
Why are the mines of Russia poorly developed? 

66 



(c) Animal. 
Horses, sheep, cattle. 



References : 

Brigham & McFarlane, Book I, pages 210-211; Book II, pages 331-332. 

Natural Advanced, page 133. 

Tarr & McMurry, Book II, pages 304-306. 

Winslow, Book I, page 152. 

Winslow, Book IV, pages 153-156. 

Dodge's Advanced, pages 251-255. 

Carpenter's Europe, pages 358-361. 

Brigham's Commercial Geography, Chapter I. 

Allen's New Europe, pages 123-150; 298-299. 

9. Cities. 

(a) Petrograd (seat of government). 

(b) Moscow (railroad center). 

10. People. 

(a) Peasant life. 

1 1 . Stereopticon Lesson. 

VIII. Lesser Powers of Europe : 

1. Holland — the Dutch; character — reclamation of land, dikes, 
canals, 'v\'indmills — gardens- — dairy products — The Hague — Am- 
sterdam — Rotterdam. 

References : 

Brigham & McFarlane, Book I, pages 193-195; Book II, pages 295-297; 293-295 (revised edition) 

Natural Elementary, pages 96-97. 

Tarr & McMurry, Book I, pages 207-208. 

Dodge's Elementary, pages 1 74- 1 76. 

Natural Advanced, page 125. 

Tarr & McMurry, Book II, pages 277-280. 

Dodge's Advanced, pages 243-247. 

Winslow, Book IV, pages 55-62. 

Carpenter's Europe, pages 135-156. 

Allen's New Europe, pages 231-244. 

2. Belgium — People, language, French and Flemish, size and 
population, industries, art, history, Brussels, Antwerp. 

References : 

Brigham & McFarlane, Book I, pages 192-193. 

Brigham & McFarlane, Book II, pages 294-295, (revised edition); pages 292-293. 

Natural Advanced, page 128. 

Tarr & McMurry, Book I, pages 208-209. 

Tarr &Z McMurry, Book II, pages 280-283. 

Dodge's Elementary, pages 174-176. 

Dodge's Advanced, pages 243-247. 

Winslow, Book IV, pages 63-68. 

Carpenter's Europe, pages 125-133. ' 

Allen's New Europe, pages 65-75. 

67 



3- Switzerland — location — surface; Alps (peaks, lakes, scenery) - 
Geneva — government — people ; occupations. 

How have the Swiss maintained their independence? 
Stereopticon Lesson. 



References : 

Brigham & McFarlane, Book I, pages 201-203; Book II, pages 311 

Natural Elementary, pages 99-100. 

Tarr & McMurry, Book I, pages 210-212. 

Dodge's Elementary, pages 167-168. 

Natural Advanced, pages 126-128. 

Tarr & McMurry, Book II, pages 319-323. 

Dodge's Advanced, pages 262-264. 

Winslow, Book I, pages 154-156. 

Winslow, Book IV, pages 11 4-1 21. 

Carpenter's Europe, pages 248-271. 

Allen's New Europe, pages 246-251. 

Brigham's Commercial Geography, pages 353-357. 



4. Scandinavian Countries — Norway and Sweden — location- 
sparse population — people; occupations — commercial relation to 
other European countries — scenery. 



References : 

Brigham & McFarlane, Book I, pages 195-196; Book II, pages 298-299. 

Natural Elementary, pages 97-98. 

Dodge's Elementary, pages 176-177. 

Tarr & McMurry, Book I, pages 205-207. 

Tarr & McMurry, Book II, pages 295-300. 

Natural Advanced, pages 125-126. 

Dodge's Advanced, pages 247-250. 

Winslow, Book IV, pages 82-95. 

Carpenter's Europe, pages 163-186. 

Around the World, Book III, pages 78-128. 

Allen's New Europe, pages 274-296. 



5. Spain and Portugal — location — Moorish period — Columbus; 
Spanish interests in the New World — reasons for decline as a 
nation — Madrid. 



References : 

Brigham & McFarlane, Book I, pages 199-200; Book II, pages 307-309. 

Natural Elementary, pages 102-103. 

Dodge's Elementary, pages 165-167. 

Tarr & McMurry, Book I, pages 209-210. 

Tarr & McMurry, Book II, pages 290-295. 

Natural Advanced, pages 129-130. 

Dodge's Advanced, pages 239-242, 

Winslow, Book IV, pages 68-79. 

Carpenter's Europe, pages 429-452. 

Brigham's Commercial Geography, pages 363-366. 

Allen's New Europe, pages 307-319; 329-335. 



68 



6. Austria — location, size and population, surface, people, 
industries, Danube, Budapest. 

References : 

Brigham 8z McFarlane, Book I (revised edition), pages 205-206; Book II, page 321. 
Allen's New Europe, pages 200-201, 21 1-2 12. 

7. Hungary — location, size and population, surface, people, 
industries, Budapest. 

References : 

Brigham & McFarlane, Book I (revised edition), page 206; Book II (revised edition), page 322. 
Allen's New Europe, pages 212-229. 

8. Czechoslovakia — location, size and population, surface, people, 
industries, Bohemia, Prague. 

References : 

Brigham & McFarlane, Book I (revised edition), pages 206-207; Book II (revised edition), pages 

322-323. 
Allen's New Europe, pages 201-206. 

9. Poland — location, size and population, surface, industries, 
history, Warsaw, Vistula river, Danzig. 

References : 

Brigham & McFarlane, Book I (revised edition), page 196; Book II (revised edition), page 29S-299. 
Allen's New Europe, pages 255-273. 

10. Jugoslavia — location, size and population, coastline, surface, 
people, Serbia. 

References : 

Brigham & McFarlane, Book I (revised edition), page 208; Book II (revised edition), page 324-325. 
Allen's New Europe, page 201-206. 

1 1 . Finland — location, size and population, surface, climate, 
people, industries, Helsingfors. 

References : 

Brigham & McFarlane, Book I (revised edition), page 211; Book II (revised edition), page 333. 
Allen's New Europe, page 157-164. 

12. . Ukraine — location, size and population, surface, climate, 
people, industries, Odessa, Kiev. 

References : 

Brigham & McFarlane, Book I (revised edition), page 211; Book II (revised edition), page 332-333. 



IX. Minimum Essentials in Location: 

Pupils should be able to locate on an unlettered map the points 
listed below: 

Continents — North America, South America, Europe, Asia, Aus- 
tralia, Africa, Greenland. 



69 



Oceans — Atlantic, Pacific, Indian, Arctic, Antarctic. 

Countries of North America — Canada, United States, Alaska, 
Mexico, Central America. 

States of U. S. — Alabama, Arizona, Arkansas, California, Colorado, 
Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, 
Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massa- 
chusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, 
Nebraska, Nevada. New Hampshire, New Jersey, New Mexico, 
New York, North Carolina, North Dakota, Ohio, Oklahoma, 
Oregon, Pennsylvania, Rhode Island, South Carolina, South 
Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, 
West Virginia, Wisconsin, Wyoming. 

Gulfs — Mexico, St. Lawrence. 

Mountains — Rocky, Appalachian, Pike's Peak. 

Rivers — Mississippi, St. Lawrence, Hudson, Missouri, Ohio, Colo- 
rado, Detroit. 

Canals — Erie, Soo. 

Lakes — Superior, Michigan, Huron, Erie, Ontario, Great Salt Lake, 
St. Clair. 

Cities of the U. S. — Boston, New York, Philadelphia, Pittsburgh, 
Washington, New Orleans, Chicago, St. Louis, Detroit, Cleveland, 
Buffalo, Minneapolis, Duluth, San Francisco. 

Wonders — Yellowstone National Park, Niagara Falls. 

Countries of Europe — The British Isles — England, Scotland, Wales, 
Ireland — Norway, Sweden, Russia, Denmark, France, Belgium 
Holland, Germany, Austria, Hungary, Poland, Czechoslavakia, 
Jugoslavia, Finland, Ukrainia, Esthonia, Letvia, Lithuania, 
Spain, Portugal, Italy, Balkan Peninsula. 

Cities of Europe — London, Liverpool, Glasgow, Dublin, Paris, 
Berlin, Rome, Vienna, Petrograd, Constantinople. 

Seas — North, Black, Baltic, Caspian, Mediterranean. 

Channel — English. 

Rivers — Rhine, Thames, Seine. 

Mountains — Alps, Mt. Vesuvius. 

70 



X. Minimum Essentials in Information 

See page 149 of this course of study. 

XI. Supplementary Reading: 

Carpenter's Europe. 

Winslow Geography Reader, IV. 

Dutch Twins. 



71 



FIFTH GRADE— A CLASS 



To the Teacher: 

Read the course of study to this point before teaching the work as 
outlined for this grade. 

Before taking up problems with a class, be sure you understand 
just what is meant by a problem in geography, and how it is to be used 
in class work. Familiarize yourself with the discussion of the problem 
given in the introduction. Above all do not use the problems as so 
many geographical questions the answers to which are to be memo- 
rized at once. If possible have the problem come up during the class 
discussion. Give the class an opportunity to theorize as to its solution. 
Do not be in too much of a hurry to close the discussion. A class 
may often profitably spend a week on a single problem. At other 
times several problems will be covered at one recitation period. In 
other -words it is more important that the pupil receive training in 
how to study, than that he be required to cover a certain number of 
problems and memorize a certain number of facts. 

The reasons and explanatory phrases in connection with many 
of the problems are for the teacher's aid and not for the pupil's. They 
are intended to be merely suggestive. Often many more reasons than 
are outlined will come up in the class discussion. 

Starred topics and problems, "Minimum Essentials in Location" 
and "Minimum Essentials in Information " are required. As many of 
the other topics and problems as time will permit should be covered. 

Sets of stereopticon slides for use in geography may be obtained 
from the Board of Education. They are listed in the stereopticon 
catalog. 

(Note. — The topic and problem treatment of geography, as ad- 
vocated in this course of study, offers the teacher unusual opportunity 
to emphasize the use of good English.) 

72 



Key to Abbreviations 

Natural Advanced Geography (Nat. Adv.); Dodge's Advanced 
Geography (Dodge) ; New Geographies, Second Book, Tarr & McMurry 
(Tarr) ; Geography Readers, Winslow (Winslow) ; Carpenter's Geo- 
graphical Reader (Carpenter) ; Brigham's Commercial Geography 
(Brigham) ; Essentials of Geography, Second Book, Brigham & 
McFarlane (Brig. andMcF.); Revised Edition (Brig, and McF. Rev.). 

SOUTH AMERICA 
Topics 

*I. Position. See globe and map of the world. 

Reference : 

Brig, and McF., pages zip, xio. 

*II. Shape. See maps. 

Reference : 

Tarr, page 236. ' 

*III. Surface. See physical map. 

References : 

Brig, and McF., page 2zi. Dodge, pages 201, 203. 

Nat. Adv., pages 103, 104. Tarr, pages 236, 237. 



*IV. Outline. See map. 



References : 

Brig, and McF., page 222. Tarr, pages 236, 238. 

Dodge, page 201. 

*V. Drainage. See map. 

References : 

Brig, and McF., pages 221, 222. Dodge, page 203. 

Nat. Adv., pages 104, 105. 

*VI. Climate. In teaching direction of the winds, have class learn 
wind belts from the diagram in Dodge, pages 47, Fig. 81. Teacher, 
see Tarr, pages 206-210. Determine regions of least, moderate and 
greatest rainfall by applying diagram to the map of South America. 
Study wind, rainfall and temperature conditions at Detroit. 

Reference: Brig, and McF., pages 222, 223. 

*VII. A Coffee Plantation in Brazil. Necessary climatic conditions, 
red soil, the plantation, cultivation of plant, picking the berries, 
extracting seeds, drying, sorting, picking, shipping. 

73 



References : 

Brig, and McF., pages 217, 228. 
Nat. Adv., page 108. 
Dodge, page 208. 
Tarr, pages 244, 245. 
Carpenter, pages 257-267. 
Brigham, pages 423, 424. 

Library References : 

Adams, Commercial Geography, pages 71, 348. 

Chamberlain, How We Are Fed. 

Graham — Coffee, production, trade and consumption by countries, Bulletin 79, Bureau of Statistics, 

Department of Agriculture, Washington (teacher). 
Herbertson, Central and South America, page 122. 
Marwick and Smith, World and Its People, Book X. 

South American Republics, page 186. 
Savage-Landor, Across Unknown South America, page 23 (teacher). 

*VIII. A Rubber Plantation. Necessary soil, rubber tree, tapping, 
curing the sap, Para, plantation rubber, wild rubber. 

References : 

Brig, and McF., pages 228, 229. 
Carpenter, pages 312-320. 
Tarr, page 244. 
Dodge, page 207, Map. 

Library Referenpes: 

Browrle, Rubber (Peeps at Industries series). 

Chamberlain, How We Are Clothed, pages 107-128. 

Freeman and Chandler, World's Commercial Products, pages 281-287. 

Marwick and Smith, South American Republics, pages 208-2 1 1 . 

IX. The Incas. 

References: 

Brig, and McF., page 225. 
Carpenter, pages 77-78. 
Tarr, page 251. 

Library References: 

Coe, Our American Neighbors, page 287. 

Strange Lands Near Home. 

Hale, Practical Guide to Latin America, page 1 10 (teacher). 

Johonnot, Geographical Reader, page 306. 

Knock, Peru, the Land of the Incas (teacher); Great Pacific Coast, 270. 

KnoX, Boy Travelers in South America, page 170. 

National Geographical Magazine, In the Wonderland of Peru (Vol. 24, page 387, April, 191 3). 

Marwick and Smith, South American Republics, page 148. 

X. The Christ of the Andes. 

Library References: 

Bryce, James, South America (teacher). 
American Peace Society, Christ of the Andes. 



74 



XI. Tbe Pan-American Union. 

Reference : 

Brig, and McF., page 226. 

Library References: 

Bryce, James, South America (teacher). 

Knock, Republics of South and Central America. 

XII. Trinidad. 

References : 

Brig, and McF.. page 217. ' 

Dodge, page 193, 200. 
Tarr, page 255. 
Brigham, page 165. 

Library References: 

Kellogg, Australia and the Islands of the Sea, pages 226-233. 

Ober, Knockabout Club in the Antilles and Thereabouts, pages 216-219. 

Henderson, John, West Indies, pages 251-255, 

Problems 

*I. Argentina is the most progressive country in South America. Why? 

1. Location. 

Mostly in Temperate Zone. Nat. Adv., pages 25, 26, 27, 104; 
Dodge, page 44, Fig. 74, page 45, Figs. 76, 77, page 48, Fig. 82, 
page 49, Fig. 84, page 56, Fig. 97, page =^7 , Fig. 98; Tarr, page 
208, Map, page 211, Fig. 296, page 213, Fig. 299, page 225, 
Fig. 317, page 214, Fig. 302, page 226, Fig. 318. 

Zonal location of other countries of South America. 
Above references. 

Zonal location of the United States. Dodge, pages 48, 49; Nat. 
Adv., page 46. 

2. Coastline. 

Harbor at north. Buenos Aires at mouth of river, as New York 
and New Orleans. On important trade routes. Compare 
New York on the Hudson. Compare Detroit on the Detroit. 

3. Surface. 

Variety of surface features. See physical map. Plains, Nat. 
Adv., pages 102, 104, 105; Dodge, page 209; Carpenter, page 168. 
Plains on which it is easy to move about. Dodge, page 211, 
Fig. 361. As in the United States, Nat. Adv., page 49. Plains 

75 



over which railroads may easily be constructed, Nat. Adv., 
page 1 06; Dodge, pages 207, 210. As in the United States, 
Nat. Adv., page 60; Dodge, pages 99, 113, 116; Tarr, pa^es 27, 
61, 193. As, also, in Wayne County, Geology of Wayne County, 
Scherzer, page 23; Michigan Geography, Wood, page 105. 
Surface conditions in South American countries, Nat. Adv., 
pages 102, 103, 104; Dodge, pages 201, 202, 203; Tarr, page 
237, Map. 
4. Drainage. 

Value of La Plata. Compare with Hudson; with Mississippi. 
» 5. Climate. 

Variety and healthfulness of climate. Same references as for 
Location. 

6. Products. 

Wheat. January wheat harvest arrives in Europe in March. 
Tarr, page 402, Fig. 536; Carpenter, page 190. Live stock. 
Nat. Adv., page 109; Dodge, page 209; Tarr, page 246. Wool. 
Nat. Adv., page 109; Dodge, page 209; Tarr, pages 246, 404, 
Fig. 544. 

7. Conditions attractive to immigrants from Europe. 

Nat. Adv., page 108; Dodge, page 88, Fig. 169; Tarr, page 246. 
As in the United States, Nat. Adv., page 49; Tarr, page 246. 
Compare in this respect with other South American countries. 
Nat. Adv., page 108. 

8. Labor conditions. Tarr, page 246; Carpenter, page 168; Brig- 
ham, page 423. 

Reference : 

Brig, and McF., pages 233, 134. 
Library References: 

Chamberlain, South America, pages 76-87. 

Marwick and Smith, South American Republics, pages 231-272. 

Reyes, Rafael, The Two Americans, fjage 238 (teachers). 

*IL We should establish closer trade relations with South America. 
Why? 

1. Trade conditions at the present time. Brigham, pages 279, 
423, 427. 

2. Proximity to the United States. See globe or map of 
world. 

76 



3. Location and shape of the Western Continents. North America 
widest in Temperate Zone; South America widest in Torrid Zone. 
Therefore, the United States can export what South America 
needs, and South America produces what the United States needs. 
Products of the United States lacking in South America: Coal, 

Brigham. pages 82-86. Manufactured products, steel goods, 
machinery, rails, locomotives, farm implements, Brigham, 
pages 280, 281, 425, 430; Dodge, page 208; Tarr, page 247. 

4. The Great European War (191 5). 

5. Panama Canal. 

6. Projected inter-continental railroad. 

7. Our increase in population. 

Reference : 

Brig, and McF., pages 226, 227. 
Library References for the Teacher: 

Trotter-Spencer, Geography of Commerce, page 207. 

Bolen, Bid for South American Trade (Nation, pages 99-606, Nov., 1914). 

Hamlin, Why We Are Trying to Encourage Trade Between South America and the United States 
(In World's Work, Vol. 29, pages 291 51-2, Dec. 1914). How to Develop Trade with South America 
(In Outlook, Vol. 108, page 35960, Jan., 1914). 

Mackay. Helps and Hindrances to Trade in South America (In Pan-American Union, Vol. 40, 
pages 71-4, Jan. 191 5). Misunderstood South America (In Nation, Vol. 99, page 574, Nov. 12, 
1914). Opinion from Prominent Business Men on our Trade Opportunity (In Scientific American 
Supp., Vol. T7, page 355, June 6, 1914). South America as an Export Field (Scientific American 
Supp., Vol. 3, page 280, Oct. 3, 1914). Uncle Sam's Handicap in South America (In Current 
Opinion, Vol. 58, page 235, March 1914). 

III. Why is the Amazon of less importance commercially than the 
St. Lawrence? 

References : ' 

Brig, and McF., pages ly 37, 202, 221, 222. 
Dodge, pages 96, 183, 186, 187, 205. 
Tarr, pages 167, 243, 244. 
Carpenter, pages 299-304. 
Library References: 

Chisholm, Commercial Geography, pages 407, 408. 

Knox, Boy Travelers in South America, pages 322-325 (a conversational description of the Amazon). 

IV. Account for the scanty population of the Amazon valley. 

References : 

Brig, and McF., page 222, Fig. 327. 
Dodge, page 205. 

Tarr, page 242, Fig. 342, pages 243, 244. 
Carpenter, pages 299-304. 
Library References: 

Coe, Our American Neighbors, Vol. 4, pages 228-230, 248. 
Roulet, Nixon, Our Little Brazilian Cousin, page 34. 

77 



V. What effect on the trade of the La Plata will the new Andean 
Railroad have? 

Reference : 

Winslow, page i6i. 
Library References: 

Rocheleau, Great American Industries. Transportation. 
Geography of Commerce and Industry, pages 296, 304. 

VI. Why should the Argentine Republic export wheat to Brazil 
rather than to the United States. 

Reference : 

Brig, and McF,, pages 231, 233. 
Reference for Teacher: 

American Review of Reviews, Vol. 47, 66-78 (teacher). 

VII. Show how the Panama Canal will benefit the trade of Ecuador, 
Peru and Bolivia. 

References : 

Brig, and McF., pages 192, 227. 
Tarr, pages 154, 155. 
Winslow, page 1 14. 

VIII. Why should the highlands of Colombia and Venezuela have a 
denser population than the lowlands? 

References : 

Brig, and McF., page 222, Fig. 327. 
Dodge, page 213. 

Where in southeastern Michigan is the population densest? Why? 

Reference : 

Dodge, Michigan, page 12, Map, page 34. 
Library Reference : 

Warwick, World and its People, Book X, page 47- 

*IX. Give several reasons why South Ainerica has been much less 
rapidly settled than North America. 

Library Reference: 

Ruhl, The Other Americans, page 5, Scribner. 

Why has northern Michigan been settled less rapidly than southern 
Michigan? 

*X. Why does European immigration into South America predomin- 
ate in Argentina, Uruguay, Paraguay, southern Brazil and central 
Chile? 

78 



Reference: 

Winslow, pages 152, 153, 155.. 

Library References : 

Bryce, South America, pages 555-558 (teacher). 
King, Advanced Geography, page 181. 

XI. Why is South America, as a whole, warmer than North America? 
See map. 

References : 

Brig, and McF., page -L^^. 
Winslow, page 135. 

Library References: 

Bryce, page 489 (teacher). 

King, Advanced Geography, page 190 (Americas compared). 

Marwick and Smith, South America Republics (World and Its People), page 16. 

Robinson, Commercial Geography, pages 268-269. 

Coe, Our American Neighbors (World and Its People), page 219. 

XII. Why is there always an abundance of rain in the Amazon valley^ 

References : 

Brig, and McF., page 222, Fig. 327. 
Tarr, page 211. 
Winslow, page 137. 

In what part of Wayne County is the rainfall heaviest? Why? 
In what part of Michigan is the rainfall heaviest? Why? 

XIII. Explain the cause of the Desert of Atacama. 

References : 

Brig, and McF., pages 222, 223. 
Dodge, page 205. 
Tarr, page 208. 
Winslow, page 139. 

Library Reference: 

Chamberlain, South America, page 113. 

Why is there more rainfall in the northwestern part of the southern 
peninsula than in the northeastern? 

XIV. Why is there so much rain on the western side of the southern 
tip of South America? 

References : 

Brig, and McF., pages 222, 223. 
Winslow, page 1 39. 
Tarr, page 208, Fig. 293. 
Library References: 

Adams, Text-book of Commercial Geography, page 365. 
Robinson, Commercial Geography, page 280. 

79 



XV. During a portion of the year the rivers of the southern part of 
South America contain but little water. Why is this true? 

References : 

Brig, and McF., page 223. 

Marwick and Smith, South American Republics, pages 22-24. 

MEXICO 

*I. We are not so well acquainted with our nearest southern neighbor, 
Mexico, as we are with our northern neighbor, Canada. Why? 

1. Difference in language. 

2. Absence of vast agricultural plains and forests to attract Ameri- 
can settlers. 

3. Poor harbors. 

4. Lack of navigable rivers and bays. 

5. Lack of political stability. 

References : 

Brig, and McF., pages 211-215. 

Adams, Commercial Geography, pages 328-335. 

Winslow, Our American Neighbors, pages 48-60. 

*PANAMA CANAL 

References : 

Brig, and McF., pages 190-192. 

Hall and Chester, Panama and the Canal. 

Winslow, Our American Neighbors, pages 66-71. 

AFRICA 
Topics 

*L Position. See globe and map of the world. 

*IL Shape. See map. 

Reference : 

Tarr, page 373- 

*in. Surface. See physical map. 

References : 

Brig, and McF., pages 369, 370. 
Nat. Adv., page 145. 
Dodge, page 275. 
Tarr, page 373- 
Winslow. page loi. 



80 



*IV. Outline. See map. 

References : 

Brig, and McF., pages 369, 370. 
Dodge, page 275. 
Tarr, page 373- 



*V. Drainage. See map. 

References : 

Brig, and McF., pages 371, 372. 
Nat. Adv., pages 145, 146. 
DcxJge, pages 275, 276. 
Tarr, pages 373. 374- 



"VI. Climate. See wind map, rainfall map, temperature map, phy- 
sical map. Apply diagram in Dodge, page 47, Fig. 81. 



References : 

Brig, and McF , pages 372, 373. 

Dodge, pages 276, 278. 

Tarr, page 374- 

Winslow, pages 10 1, 102. 



Compare climate of Cape Town with that of Detroit. 



*VII. Vegetation. See map of distribution of vegetation. 

References : 

Brig, and McF., page 373. 
Nat. Adv., page 146. 
Dodge, page 278. 
Tarr, pages 374, 376. 
Winslow, page 102. 

Library References: 

Adams, Commercial Geography, pages 470-473. 
Badlam, World and its People, Book 7. 



*VIII. Animals. See map of distribution of animal regions of the 
world. 

References : 

Brig, and McF., page 373. 
Nat. Adv., page 146. 
Dodge, page 278. 
Tarr, pages 375. 376- 

Library References: 

Badlam, Views in Africa, pages 322-360. 

Du Chaillu, World of the Great Forest. 

Roosevelt, African Game Trails. ' 



IX. People. See map of distribution of races of man. 



References : 

Brig, and McF., pages 374, 375. 
Nat. Adv., page 146. 
Dodge, page 278. 
Tarr, page 376. 

Library References: 

Andrews, Seven Little Sisters, page 71; Each and All, page Z3. 
Dutton, World and its People, Book 7. 
Wade, Mouke, Our Little African Cousin. 

X. Northern Africa. 

*I. Egypt and the Nile. The Nile (source, currents, cataract, 
floods, delta). Compare with Mississippi. System of irrigation 
(dams, reservoirs, canals). Egypt (flood plain), extent, surface, 
climate, soil, industries and products, inhabitants, government, 
cities, history (ruins left). 

References : 

Brig, and .McF., pages 377, 378. 
Nat. Adv., page 147. 
Dodge, pages 280, 281, 282. 
Tarr, pages 377-382. 
Brigham, pages 413-416. 
Carpenter, pages 81-113. 
Winslow, pages 107-1 16. 

Library References: 

Kelly, Peeps at Many Lands. Egypt. The Nile, Chaps. V, VI, VII. 

The World and its People. 

Badlam, Book 7, pages 32-33, 41-50. 

Stoddard's Lectures, Vol. 2. page 227. 

Make a delta in the school yard by letting water run from a hose. 

(Optional). 
Compare delta of the Nile with the delta of the St. Clair in size 

and appearance. Wood, Michigan Geography, pages loi, 236. 
Compare irrigation in Egypt with irrigation in the United States. 

*2. The Sahara Desert. Physical cause, climate, soil, winds, oases, 
desert life, modes of travel. 

References : 

Brig, and McF., page 379- 
Nat. Adv.. page 148. 
Dodge, page 276. 
Tarr, page 377. 3/8. 
Brigham. pages 416, 417. 
Carpenter, pages 55-78. 
Winslow, pages 123-127. 

82 



Library References: 

Lane, Under Sunny Skies, pages 108-113. 

Kelley. Egypt, pages 79-87- 

Goodrich, Africa of Today, pages 64-79 (teachers) 

Compare with deserts in the United States and with Desert of 
Atacama. 

XI. Central Africa. 

*i. The Sudan. Climate, people, animals, products, Khartum. 

References : 

Brig, and McF., page 3S0. 
Brigham, page 417. 
Carpenter, pages i6z-i66. 
Winslow, pages 119-138. 

Library References: 

Carrol!, Around the World, Book 5, pages 105-108. 
Perry, W. S., With Azir Girgas in Egypt. 

*2. Congo River. Source, length, volume, amount of water dis- 
charged, why it has no delta, fall, cataracts, commercial im- 
portance, account of lives of Livingstone and Stanley. 

References : 

Brig, and McF., pages 380, 381. 
Nat. Adv., pages 14?, 148. 
Dodge, page 284. 
Tarr, pages 386, 387. 
Brigham, pages 417, 418. 
Carpenter, pages 122-246. 
Winslow, pages 139-146. 

Library References: 

Badlam, Africa (World and its People'i, pages 79-100. 
Frye. Complete Geography, pages 93-94. 
Herbertson, Africa, pages 1 35-161. 

3. The Elephant. Home, how hunted, value of tusks, uses of 
ivory, age of elephant, reasons why elephants are not raised as 
cattle. Why is ivory becoming rare? What takes its place? 

Reference : 

Carpenter, pages 149-155. 

Library References: 

Rogers, Wild Animals Every Child Should Know, pages 359-363. 
Badlam, Views in Africa, pages 336-340. 
H.older, Ivory King, pages 164-178. 

*XII. Southern Africa. Climate, surface, products of the soil, stock 
raising, ostrich farms, diamond mines, gold mines, history. 



83 



References : 

Brig, and McF., pages 381-383. 
Nat. Adv., page 149. 
Dodge, pages 286, 287, 331. 
Tarr, pages 384-386. 
Carpenter, pages 273-322. 
Winslow, pages 150-159. 

Library References: 

Products of the Soil. 

Robinson, Commericial Geography, pages 355-356. 

Adams, Commercial Geography, pages 470-476. 

Macmillan's New Geography Readers, Africa, pages 102, 103, 124. 

Ostrich Farrris: 

Adams, Commercial Geography, page 473. 

Badlam, World and its People, Book 7. Views in Africa. 

Bicknell, How a Little Girl Went to Africa, pages 113- 120. 

Chamberlain, How We Are Clothed. 

Cornman & Gerson, Geography Primer. 

Herbertson, British Empire, pages 133-135. 

Monteith, Some Useful Animals. 

Diamond Mines. 

White, Library of Travel. 

Little Journey to South Africa, page 5 7. 

The World and Its People, Book 7. 

Views in Africa, pages 149-156. 

Kidd, Peeps at Many Lands, South Africa, Chap. IL 

Gold Mines. 

Kidd, Peeps at Many Lands, South Africa. 
White, Little Journeys to South Africa, page 109. 
Carroll, Around the World, Book 5, pages 97, 99. 
Statesman's Year Book, 1914, page 239. 

History. 

Kidd, Peeps at Many Lands, South Africa. 

White, Little Journeys to South Africa. 

Carroll, Around the World, Book 5, pages 81-90. 

Lang, Andrew: 

True Story Book, pages 132-152. 
Red True Story Book, pages 1-48. 
Blue True Story Book, pages 19-49. 

Macmillan's New Geography Readers, Africa, pages 58-82; Part 5, pages 150-170. 

Problems 

*I. Why has Africa been the latest of all continents to be fully ex- 
plored? 

1. Position. See globe and map of the world. 

2. Coastline. Regular, hence few harbors. Compare with Europe 
and eastern North America. Nat. Adv., page 144; Tarr, page 373 ; 
Carpenter, page 10; Brigham, page 412. 



3- Surface. Plateau. Nat. Adv., page 145; Dodge, page 275; 
Tarr, page 373; Carpenter, pages 10, 11. 

4. Drainage. Owing to high rim, rivers have falls near the coast. 
Dodge, pages 275, 276; Nat. Adv., 145; Tarr, page 373. How far 
upstream are the rapids on the rivers of Wayne County? Where 
are the falls on the Atlantic coast rivers? Why? 

5. Climate. Unhealthful for Whites because so largely tropical. 
Nat. Adv., page 145; Dodge, pages 276-278; Tarr, pages 375, 376; 
Carpenter, pages 'y'y, 78; Brigham, page 412. 

6. Attractiveness of Australia and America. 

Reference : 

Brig, and McF., pages 369-371. 

Library References: 

Jenks, Tudor, Boy's Book of Explorations, pages lo-zj. 

II. Why build the Cape to Carlo Railroad? 

1 . Great extent of country from which to draw products. See map, 

2. Great extent of country for European settlement. 

3. Shorter route to Europe for African products. 

4. Benefit to England. 

References : 

Brig, and McF., page 375. 
Brigham, page 420. 

Library References: 

Hartnell, All About Railways, page 369. 
Marshall, Our Empire Story. 

World's Work, Jan., 1915, pages 327-344 (teacher). 
Rocheleau, Transportation, page 227. 

*III. Compare the Panama and Suez Canals. 

1 . Ship canals. 

(a) Why built. 

(b) How maintained. 

(c) Notable examples: Suez, Sault, Panama. 

(d) Effect upon trade, occupations of m.en, commerce, travel, etc. 

2. Suez and Panama isthmuses, 
(a) Location. 

Points of similarity. 

(a) Breadth. 

(b) Unification of gigantic continents. 

85 



(c) Each lies in what is, or was until recently, a practically un- 
inhabited country. 

4. Points of contrast. 

(a) Suez, flat as a tableland. 

(b) Panama, covered with steep hills. 

(c) Suez, an arid waste. 

(d) Panama, very heavy rainfall in places. 

(e) Suez, a keen, dry, healthful air. 

(f) Panama, for centuries a deadly climate. 

References : 

Brig, and McF., pages 190, 191, 192, 378. 
Brigham, page 416. 
Library References: 

White, Little Journey to South Africa, page 242. 
Barnard, British Empire in Pictures, page 50. 
World Almanac. 
Hall, Panama and the Canal. 

IV. Why has Egypt been under the rule of so many nations^ 

1. Character of the boundaries. 

Desert and sea provided natural protection, therefore militarism 
not developed. Country an easy prey to first warlike invaders. 
See map. Tarr, page 380; Carpenter, page 94. 

Why has Detroit been under so many flags ^ 

2. Attractiveness of the country. 

Flood plain and delta of the Nile very fertile. Under peaceful 
conditions agriculture flourished. Nat. Adv., page 147; Dodge, 
pages 280-282; Tarr, page 380; Carpenter, pages 85-88; Brig- 
ham, page 415. "Granary" attractive to nations whose land 
was not so productive, and whose wealth had been wasted in 
wars. Compare soil and products of Egypt with those of some 
of the conquering nations. Persia: Nat. Adv., page 137; 
Dodge, page 302; Tarr, page 351; Carpenter, pages 321, 323. 
Greece: Nat. Adv., page 132; Dodge, pages 272, 273; Tarr, 
pages 335, 338, 339. Arabia: Nat. Adv., page 137; Dodge, 
page 301; Tarr, page 350; Carpenter, pages 336, 337. Turkey: 
Nat. Adv., page 132; Tarr, pages 347, 348; Dodge, page 299. 

Reference : 

Brig, and McF., pages 377, 378. 

86 



Library References: 

Abbott, Jacob, History of Cleopatra, pages 14-34. 
Kelly, Peeps at Many Lands, Egypt, page 7. 



AUSTRALIA 
Topics 

*I. Position. See globe and map of the world. 

References : 

Brig, and McF., page 385. Tarr, page 390. 

Nat. Adv.. page 8. Brigham, page 403. 

Dodge, page 317. 



il. Shape. See map. 



*III. Surface. See physical map. 

References : 

Brig, and McF., page 385. Tarr, page 390. 

Nat. Adv., page 151. Carpenter, page 13. 

ge, page 317. ■ Brigham, page 402. 



*IV. Outline. See map. 



References : 

Brig, and McF., page 385. Tarr, page 390. 

Dodge, page 317. Brigham, page 401. 



*V. Drainage. See map. 

References : 

Brig, and McF., pages 385-387. Tarr, page 391. 

Nat. Adv., page 151. Carpenter, pages 13, 14. 

Dodge, page 317. Brigham, page 402. 

*VI. Climate. See wind maps, temperature maps, rainfall maps, 
physical maps. Apply diagram of wind-belts. Dodge, page 47. 

References : 

Brig, and McF., pages 385-387. Tarr, pages 390, 391. 

Nat. Adv., page 151. Winslow, pages 165,166. 

Dodge, pages 317, 318, 319. 

Compare climate of Sydney with that of Detroit. 
*VII. Vegetation. See map of distribution of vegetation. 

References : 

Brig, and McF., pages 387, 388. Tarr, pages 391, 392. 

Nat. Adv., pages 151, 152. Carpenter, pages 44, 47. 

Dodge, page 319. Winslow. pages 166. 168. 

87 



Library References: 

Carroll, C. F., Around the World, Book 5. 

Kellogg, E. M. C, Australia and the Islands of the Sea (World and its People). 

Macmillan's New Geography Readers; Africa and Australia. 

*VIII. Animals. See map of the distribution of the animal regions 
of the world. 

References : 

Brig, and McF., page 3S7. Tarr, pages 392, 393. 

Nat. Adv., pages 151, 152. Winslow, page 168. 

Dodge, page 319. Carpenter, pages 47, 52. 

Library References : 

Kellogg, Australia (World and Its People), pages 48, 51. 

King, Advanced Geography, page 278. 

Frye, Complete Geography, pages 95, 97. 

Macmillan, New Geography Readers, Africa and Australia, pages 193, 197. 

*IX. People. See map of the distribution of the races of man. 

References : 

Brig, and McF., pages 387, 388. Tarr, page 392. 

Nat. Adv., page 152. Carpenter, pages 60, 65. 

Dodge, pages 319, 321. 

Library References: 

Kellogg, Australia, pages 15, 25. 

King, Advanced Geography, page 275. 

Frye, Complete Geography, page 97. 

Robinson, Commercial Geography, page 293. 

Johonnot, Geographical Reader (Aborigines of Australia), pages 233, 235. 

*X. Sheep raising. Compare with Argentina. Sheep farms. 

Large flocks. Shearing. Bales. Warehouses. Shipment of frozen 
meat. See map of geographic distribution of sheep, Tarr, page 404. 
Also Brig, and McF., page 388; Nat. Adv., page 152; Dodge, page 
321 ; Tarr, page 394; Carpenter, pages 24, 34; Brigham, page 407; 
Winslow, pages 1 70, 171. What part of Michigan raises the most 
sheep? Dodge's Michigan, page 23; Dodge, page 159. 

Library References: 

Adams, Commercial Geography, page 43 j. 
Herbertson, British Empire, page 109. 
Moncrieff, The World, page 1 50. 

*XI. Gold-mining. Discovery of gold. Melbourne. Gold fields in 
the desert. Process of mining (compare with Colorado and Cali- 
fornia mines). See map of distribution of gold ores, Dodge, page 331; 
Tarr, page 408. 



References : 

Brig, and McF., page 388. Carpenter, pages 39, 44. i 

Nat. Adv., page 152. • Winslow, pages 169, 171. 

Dodge, page 321. Brigham, page 409. 

Tarr, page 392. 

Library References : 

Gibbs, Australasia, pages 22, 28; 1 10, 114. 

Mead, Story of Gold. 

Williams, Romance of Mining, pages 70, 9 J. ' 

XII. Pearl Fisheries. Pearl divers. Great Barrier Reef. Coral 
formation. Pearl oyster. Formation of the pearl. 

References : 

Carpenter, pages 56, 59. " 

Library References : 

Catelle, Pearl, Lippincott, 1907, pages 249, 251. 

Ingersoll, Ernest, Book of the Ocean, Century, 191 3, pages 270, 273. 



Problems 

*I. What part of Australia is most densely populated? Why? 
I. Climate. 
Examine the following maps: 
Brig, and McF., pages 385, 388. 
Nat. Adv., pages 25, 26, 28, 34, 150. 
Dodge, pages 318, 44, 45, 48, 49, 56, 67, 88. 
Tarr, pages 208, 212, 213, 225, 226, 390, 391, 394, 400, 401, 402, 
403, 404, 406, 407, 408, 409. 

Library References: 

Adams, Commercial Geography, page 435. 
Chisholm, Commercial Geography, page 426. 
Morris, Commercial Geography, page 1310. 

.II. What has been the effect on Australia of the development of 
water transportation? Brigham, pages 403, 405, 410. 

*III. The public ownership of railroads was a necessity in the de- 
velopment of Australia. Why? 

I. Necessity in any country for means of transportation. 
Australia's lack of natural means. Nat. Adv., pages 150, 151; 
Brigham, page 229; Dodge, pages 317, 318; Tarr, page 391; 
Fig. 519. 

89 



2. Uninhabited tracts to cross. These tracts held back private 
capital. In United States railroads were extended as the country- 
grew. In Australia there could be no growth excepting along the 
coast until railroads were extended. Lack of good waterways 
prevented travel into the interior. 

3. Progressiveness of the Australians. Brigham, 404, 405. 

IV. What did the Australians learn from their experiment with 
railroads? 

1. Increase in industries etc., made up for the public expenditure. 

2. Government control a benefit to the people. Protection from 
high rates of transportation. Compare with Parcel Post System 
in the United States and advantage to the people over the Express 
System. 

3. Government could control other things to the advantage of the 
people. The result was greater political interest and the adoption 
of many reforms, the protection of different kinds of labor, old age 
pension, control of telegraphs, etc. Brigham, pages 404, 405, 407. 

MATERIAL FOR A DETROIT DAY 

On a map of the world trace the trade routes from Detroit to 
Argentina, to Brazil, to Chile, to Mexico, to South Africa. What is 
being sent each way? 

Detroit parks, boulevards, bridges, public buildings, Museum, 
Libraries, Public Schools, etc. 

Give some reasons why "Made in Detroit" goods are found in 
every country under the sun. 

MINIMUM ESSENTIALS IN LOCATION 

Pupils should be able to locate on an unlettered map the points 
listed below: 

North America, South America, Europe, Asia, Africa, Australia, 
Greenland. 

Atlantic Ocean, Pacific Ocean, Arctic Ocean, Antarctic Ocean, 
Indian Ocean. 



90 



United States, Canada, Mexico, Central America. 

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Con- 
necticut, Delaware, District of Columbia, Florida, Georgia, Idaho, 
Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Mary- 
land, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, 
Montana, Nebraska, Nevada, New Hampshire, New Jersey, New 
Mexico, New York, North Carolina, North Sakota, Ohio, Oklahoma, 
Oregon, Pennsylvania, Porto Rico, Rhode Island, South Carolina, 
South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washing- 
ton, West Virginia, Wisconsin, Wyoming, Cuba. 

Gulf of St. Lawrence, Gulf of Mexico. 

Rocky Mts., Appalachian Mts., Pike's Peak. 

Detroit River, St. Lawrence River, Mississippi River, Ohio River, 
Missouri River, Colorado River, Hudson River, Soo Canal, Erie 
Canal, Panama Canal, Niagara Falls. 

Lake Superior, Lake Michigan, Lake Huron, Lake St. Clair, 
Lake Erie, Lake Ontario. 

Detroit, Boston, New York, Philadelphia, Pittsburg, Washington, 
New Orleans, Chicago, Cleveland, Minneapolis, Duluth, San Fran- 
cisco, St. Louis, Buffalo. 

Austria, Hungary, Belgium, England, Ireland, Denmark, France, 
Germany, Greece, Italy, Netherlands, Norway, Portugal, Russia, 
Scotland Spain, Sweden, Switzerland, Wales, Balkan Peninsula, 
Poland, Czechoslavakia, Jugoslavia, Finland, Ukrainia, Esthonia, 
Letvia, Lithuania. 

Liverpool, London, Glasgow, Dublin, Paris, Rome, Constantinople, 
Vienna, Berlin, Petrograd. 

North Sea, Baltic Sea, Black Sea, Mediterranean Sea, English 
Channel. 

Thames River, Rhine River, Seine River. 

Alps, Mt. Vesuvius. 

Buenos Aires, Rio de Janerio, Valparaiso, Andes Mts., Amazon 
River, La Plata River, Orinoco River, Cape Horn, Argentina, Brazil, 
Chile, Colombia. 



91 



Suez Canal, Strait of Gibraltar, St. Helena, Red Sea, Cape of 
Good Hope, Egypt, Sahara Desert, Cape Town, Alexandria, Cairo, 
Nile River, Niger River, Congo River, Zambezi River. 

Canberra, Sydney, Melbourne. 

Minimum Essentials in Information 

See page 150 of this course of study. 



92 



SIXTH GRADE— B CLASS 



To the teacher: 

Read the course of study to this point before teaching the work as 
outlined for this grade. 

Before taking up problems with a class, be sure you understand 
just what is meant by a problem in geography, and how it is to be used 
in class work. Familiarize yourself with the discussion of the problem 
given in the introduction. Above all, do not use the problems as so 
many geography questions the answers to which are to be memorized 
at once. If possible have the problem come up during the class dis- 
cussion. Give the class an opportunity to theorize as to its solution. 
Do not be in too much of a hurry to close the discussion. A class may 
often profitably spend a week on a single problem. At other times 
several problems will be covered at one recitation period. In other 
words, it is more important that the pupil receive training in how to 
study, than that he be required to cover a certain number of problems 
and memorize a certain number of facts. 

The reasons and explanatory phrases in connection with many of 
the problems are for the teacher's aid, not for the pupil's. They are 
intended to be merely suggestive. Often many more reasons than are 
outlined will come up in the class discussion. 

Starred topics and problems "Minimum Essentials in Location," 
"Minimum Essentials in Information," are required. As many of the 
other topics and problems as time will permit should be covered. 

Sets of stereopticon slides for use in geography may be obtained 
from the Board of Education. They are listed in the stereopticon 
catalog. 

(Note. The topic and problem treatment of geography, as 
advocated in this course of study, offers the teacher unusual oppor- 
tunity to emphasize the use of good English). 

93 



Key to Abbreviations 

Natural Advanced Geography (Nat. Adv.) ; Dodge's Advanced 
Geography (Dodge) ; New Geographies, Second Book, Tarr and Mc- 
Murry (Tarr) ; Geography Readers, Winslow (Winslow) ; Carpenter's 
Geographical Reader (Carpenter) ; Brigham's Commercial Geography 
(Brigham) ; Essentials of Geography, Brigham and McFarlane, Second 
Book, (Brig, and McF.) ; Revised Edition (Brig, and McF. Rev.) 

ASIA 
Topics 

*I. Position. See globe and map of the world. 

References : 

Nat. Adv., page 154. Tarr, page 342. 

Dodge, page 289. Winslow, pages 1,2. 

*n. Shape. See map. 

*III. Surface. See physical map. 

References : 

Brig, and McF., pages 337, 338. Tarr, page 342. 

Nat. Adv., page 113. Winslow, page 2. 

Dodge, pages 289, 291, 292. Brigham, page 3S4. 

*IV. Outline. See map. Brig, and McF., page 338. Dodge, page 289. 
*V. Drainage. See map. 

References : 

Brig, and McF., pages 337, 338. Dodge, page 291. 

Nat. Adv., pages 114, 115. Tarr, pages 342, 343. 

*VI. Climate. See wind map, temperature map, rainfall map, 
physical map. Apply to the map of Asia diagram, Dodge, 47, Fig. 8 1 . 

References : 

Brig, and McF., pages 338, 339. Winslow, pages 6, 7. 

Nat. Adv., page 114. Brigham, page 384. 

Dodge, pages 292, 293. Carpenter, page 14. 

Tarr, page 343- 

Michigan and central Asia have a continental climate. 

What conditions modify the continental climate of Michigan'!' 
Dodge's Michigan, pages ii, 12, 13. 

94 



•"VII. Vegetation. See map of the distribution of vegetation. 



References : 

Brig, and McF., page 339. 
Nat. .'\dv., pages 115, 116. 
Dodge, page 293. 



Tarr, pages 343, 345. 
Carpenter, page 14. 



*VIII. Animals. See map of the distribution of the animal regions 
of the world. 



References : 

Brig, and McF , pages 339, 340. 
Nat. Adv., pages 115, 116. 
Dcxige, pages 293, 294. 



Tarr, pages 343. 344. 34?- 
Carpenter, pages 240-247. 



'IX. People. See map of the distribution of the races of man. 



References : 

Brig, and McF., pages 340, 341. 
Nat. Adv., pages 135, 136. 
Dodge, page 294. 



Tarr, pages 345-347. 
Winslow, pages 7-9. 
Carpenter, pages 15-17. 



"X. India. Position. Shape. Surface. Outline. Drainage. Climate. 
Wild animals. Agriculture. Canals and irrigation. Vegetation. 
Products of the soil. Mining. Manufacturing. Trade. Cities. 
Government. Religions. The Himalaya Mts. See political map, 
physical map, wind map, temperature map, rainfall map, product 
map, population map. 



Carpenter, pages 233-294. 
Winslow, pages 35-44. 
Brigham, pages 389-393. 



References : 

Brig, and McF., pages 351-353. 
Nat. Adv., pages 138, 139. 
Dodge, pages 303-306. 
Tarr, pages 354-360. 

Library References : 

Wild Animals. 

Finnemore, India, page 70. 

Gibbs, India, page i 36. 
Agriculture. 

Chamberlain, Asia, page 73. 
Canals and Irrigation. 

Chamberlain, Asia, pages 6S-75. 

Herberton, British Empire, page 175. 
Vegetation. 

Chamberlain, Asia, page 91. 

Smith, Life in Asia, page 23. 

Herberton, British Empire, page 1 70- 
Products of the Soil. 

Browne, Peeps at Industries. Rubber, Tea. 

Carroll, Around the World, Book 5, page 138. 

Finnemore, India (Peeps at Many Lands), pages 25-26, 28-32, 53 



95 



Gibbs, India, pages 156, 163 (tea); 186 (tea). 

Keller and Bishop Commercial and Industrial Geography, pages 118, 138, 147, 228-229, 237-238. 

Redway, Commercial Geography, pages 373-378. 
Mining. 

New International Encyclopedia, India — mining (teacher). 
Manufacturing. 

Gibbs, India, pages 2, 40, 130-132. 

Lyde, Short Commercial Geography, pages 203-204. 
Religions. 

Carroll, Around the World, Book y, pages 132-140. 

Gibbs, India, pages 15-21. 

Smith, Life in Asia, pages 39-45. 
Himalaya Mts. 

Carroll, Around the World, Book 5, pages 127-128. 

Finnemore, India, pages 20-27. 

Stoddard, Lectures, India, pages 103-113 (teacher). 

XI. Tibet — the country of isolation. Position. Shape. Surface. 
Outline. Drainage. Climate. Manners and customs of the people. 
See political map, physical map, wind map, temperature map, rain- 
fall map, product map, vegetation map, animal map, population map. 

References : 

Brig, and McF., page 357. Carpenter, pages 306-316. 

Nat. Adv., page 141. Winslow, pages 79, 80. 

Dodge, page 312. Huntington's Asia, pages 154-156. 

Library References : 

Manners and Customs of the People. 

George, Little Journey to China and Japan, page 66. 
Landor, In the Forbidden Land, 2 vol. (teacher). 
Little, The Far East, page 203 (teacher). 
Starr, Strange People, page 8 1 . 

*XII. China. Position. Shape. Surface. Outline. Drainage. 
Climate. Products of the soil. Mineral products. Industries. 
Trade and transportation. Cities. Shantung. Great Wall. Cus- 
toms of the people. Boats and boat people. Religion. See political 
map, physical map, wind map, temperature map, rainfall map, 
product map, vegetation map, animal map, population map. 

References : 

Brig, and McF., pages 357-362. Carpenter, pages 1 1 1-180. 

Nat. Adv., pages 140, 141. Winslow, pages 58-78. 

Dodge, pages 309-312. Brigham, pages 395-400. 

Tarr, pages 361-367. Huntington's Asia, pages 221-283. 

Library References : 

Mineral products. 

Adams, Commercial Geography, page 419. 

Mill, International Geography, page 525. 

Morris, Industrial and Commercial Geography, page 279. 

96 



Redway, All Around Asia, page 245. 

Ross, Changing Chinese (teacher), pages no, 1 2z. 
Industries. ././b. ' 

George, Little Journeys to China and Japan, pages 33-38, 64-65, 87-89. •; )ti, 

Smith, Life in Asia (World and its People), pages 140-143, 148-1J6. i.i.'N! 

King, Advanced Geography, page 245. 

Redway, All Around Asia, pages 122-133. 

Ross, Changing Chinese, pages 112-138 (teacher). 
Great Wall. 

George, Little Journey to China and Japan, pages 80^82. 

Johnston, China (Peeps at Many Lands), pages 59-60. 

Griffis, China's Story, page 8$. . 

Redway, All Around Asia, page 45. 

Smith, Life in Asia (World and its People), pages 178-179. 

Stoddard, Lectures, vol. 3, pages 332-335 (teacher). 

Ross, Changing Chinese, pages 27-29. (teacher) 
Customs of the People. 

Campbell, Wah Sing. 

George, Little Journey to China and Japan. 

Hamblin, Life in Other Lands, pages 107-129. 

Headland, Chinese Boy and Girl. 

Headland, Our Little Chinese Cousin. 

Johnston. China (Peeps at Many Lands). ' ■• 

Schwartz, Five Little Strangers, page 103. . ;! 

Starr, Strange Peoples, pages 69-75. 

Toward the Rising Sun, pages 36-44. 
Boats and Boat People. 

George, Little Journey to China and Japan. 

Chamberlain, How We Travel, pages 72-81. 

Rocheleau, Transportation, pages 110-112. 
Religion. 

Johnston, China (Peeps at Many Lands), pages 65-73. 

*XIII. Japan. Position. Shape. Surface. Outline. Drainage. 
Climate. Vegetation. Products of the soil. Mineral products. 
Industries. Trade and enterprise. Cities. Customs of the people. 
Religion chosen. Port Arthur. See political map, physical rnap, 
wind map, temperature map, rainfall map, product map, vegetation 
map, animal map, population map. ■"; 

References : 

Brig, and McF., pages 363-366. Carpenter, pages 23-94. 

Nat. Adv., pages 141, 142. Winslow, pages 84-97. 

Dodge, pages 314, 315. Brigham, page 398. ; 

Tarr, pages 367-370. Huntington's Asia, pages 192-220. 

Library References : : ' 

Industries. 

George, Little Journey to China and Japan, pages 65-75. 

Smith, Life in Asia, page 191, 195, 211-212, 221. 
Trade and Enterprise. ' 

Finnemore, Japan (Peeps at History), pages 91-95. 

Smith, Life in Asia, pages 182 183. 

97 



Customs of the People. 

George, Little Journey to China and Japan, pages 6-40. 

Redway, All Around Asia, pages 134-183. 

Finnemore, Japan (Peeps at Many Lands). 
Religion. 

Finnemore, Japan (Peeps at History), pages 22, 26, 31, 32, 53-55. 



Problems 



I. Why do the plants and animals of southern Asia resemble those of 
Africa rather than those of Europe and northern Asia? 

1. Climate. Southern Asia has a tropical climate. See maps. 

2. Barrier. Mountain and desert barriers separate northern 
from southern Asia. 

II. "Nearly seven-eighths of the Asiatic people dwell near the coast, 
especially on the river flood plains and deltas of the south and east." 
Why is this true? 

See map of distribution of population, physical map, climate map, 
vegetation map. 

*III. Why has China been so slow in awakening? 

1 . Natural barriers. Mountain, desert, ocean. See map. 

2. Reverence for the past. Ancestor worship. Extreme con- 
servatism. 

References : 

Brig, and McF., page 359. Tarr, pages 363, 364. 

Nat. Adv., page 140. Winslow. page 6?. 

Dodge, page 312. 

Library References : 

Chamberlain, Asia, pages 125-126. 
Redway, All Around Asia, pages 07-107. 
Smith, Life in Asia, pages 132, 180. 

IV. Why are famines so common in China? 

1. Poor means of transportation. Brigham and McFarlane, 
page 360; Dodge, page 311; Tarr, pages 363, 364; Brigham, 
pages 395, 396. 

2. Vast numbers depending solely on agriculture. Brigham and 
McFarlane, page 361; Tarr, page 361; Brigham, page 395; Car- 
penter, pages 157, 158. Compare with India, Tarr, page 358. 

98 




Lesser Countries of Asia. 

1. Turkey: Location, size and population, surface, climate, people, 
industries, Constantinople, Bosporus. 

References : 

Brig, and McF., Book I (revised edition), pages 209. 21Q. Book II (revised edition), page 345. 
Carpenter's Asia, pages 347-366. 
Huntington's Asia, pages 53-83. 
Winslow's Book V, pages 16-25. 

2. Armenia: Location, size and population, surface, climate, 
people, industries. 

References: 

Brig, and McF., Book I (revised edition), page 220. 

Book II (revised edition), page 345. 
Huntington's Asia, pages 84-89. 

3. Siberia: Location, size and population, surface, climate, 
people, industries, Vladivostok. 

References : 

Brig, and McF., Book I (revised edition), page 233. ■' 

Book II (revised edition), page 366. 
Carpentier's Asia, pages 373-380. 
Huntington's Asia, pages 1 35-1 51. 
Winslow's Book V, pages 10-16. 

4. Siam: Location, size and population, surface, climate, people, 
industries, Bangkok. 

References: 

Brig, and McF., Book I (revised edition), page 226. 

Book II (revised edition), page 354. 
Huntington's Asia, pages 297-302. 
Winslow's Book V, page 81. 
Carpenter's Asia, pages 187 201. 

ISLANDS OF THE PACIFIC 
Topics 

*L The Philippines.. Manila. Industries. People. 

References : 

Brig, and McF., pages 195-197. Tarr, pages 158, i6d. 

Nat. Adv., page 142. Carpenter, pages 153-213. 

Dodge, pagss 179, 180. Brigham, pages 297, 394, 395. 

Library References : 
Philippines. 

George, Little Journeys to Hawaii and the Philippine Islands. 
Manila. 

Morris, Historical Tales Our Island Empire, page 339. 

Worcester, Philippines, Past and Present, page 802 (teacher). 

99 



Industries. 
Morris, Historical Tales. Our Island Empire, page 443. 
Worcester, Philippines, Past and Present, page 884 (teacher); 

People. 

Morris, Historical Tales. Our Island Empire, page 416. 

Wade, Our Little Philippine Cousin. 

Worcester, Philippines, Past and Present, page 531 (teacher). 



*II. Hawaiian Islands. Importance of location. Industries. 
People. 

References : 

Brig, and McF.. pages 193-195. Tarr, pages 155-157. 

Nat. Adv., page 153. Carpenter, pages 1x7-148. 

Dodge, pages 178, 179. Brigham, pages 251, 276. 

Library References : 

Industries. 

Baldwin, Geography of the Hawaiian Islands, pages i8-z5, 43-46, 65-69. 

Robinson, Commercial Geography, pages 217-219. 

Whitney, Hawaiian America, pages 184-221 (teacher). 
People. 

George, Little Journeys to Hawaii and the Philippines, pages 34-44, 48-57. 

Kellogg, Australia and the Islands of the Sea, World and its People Series, page 424, 



III. Java. 



References : 

Brig, and McF., page 355. Carpenter, pages 228-248. 

Tarr, page 397- Winslow, pages 177-178. 

Brigham, page 349. 

Library References : 

Keller and Bishop, Commercial and Industrial Geography, page 122. 
Mill, International Geography, pages 561-563 (teacher). 



IV, New Zealand. Some features of the government. Canterbury 
Plains. Meat freezing. Maoris. Hot Lake Region. 

References : 

Brig, and McF., pages 389, 390. Carpenter, pages 73-90. 

Nat. Adv., page 153. Brigham, page 410. 

Dodge, pages 324, 325. Winslow, pages 174-176. 

Tarr, page 396. 

Library References : 

Some features of government. 

Marshall, Our Empire Story, pages 200-205, 229-232, 241-242. 

Fox, Oceania, pages 145-148, 202-203. 
Maoris. ' ■ 

Marshall, Our Empire Story, pages 186-241. 

Fox, Oceania, pages 165-180. 

ido 



Problems 

I. Why do they raise sheep for mutton in New Zealand rather than 
for wool? Carpenter, page 80. 

EUROPE 

General Problems 

*I. Why has Europe long been the leading continent of the world 
commercially? 

1. Location. Center of the land hemisphere. See globe and map 
of the world. 

2. Coastline. Irregular. See map. 

3. Climate. See temperature map, wind map, rainfall map, 
physical map. 

4. Soil. See physical map. 

5. Surface. See physical map. 

6. Rivers. See map. 

7. Natural resources. See map of distribution of minerals. 

8. Products. See various product maps. 

9. People. 

References : 

Brig, and McF., pages 261-273. Tarr, pages z^j-zb-^. 

Nat. Adv., pages 117-121. Carpenter, pages 10, 11, 12. 

Dodge, pages 215-223. Winslow. pages i -12. 

Library References : 

Allen, Industrial Studies, Europe, page 3. 

New International Encyclopedia, Europe — Topography, England (teacher). 

II. Which continent, Europe or North America, has the advantage 
in the direction of its mountain ranges? See map. 

*III. Which European country has the best location for world com- 
merce? See map. 

*IV. In what part of Europe is the population dense or very dense? 
Why? See map. 

V. Where is the population of Europe sparse? Why? See map. 

*VI. Europe is composed of many countries. Why? See physical 
map. 

.101 



VI I. "Variety in language and customs is one of the most striking and 
characteristic differences between the population of Europe and that 
of the United States." Why is this true? See physical map. 

VIII. Why does southern Europe have a dry, mild climate? See 
physical map, wind map. 

IX. Why is west Europe so far in advance of countries of North 
America in the same latitude? See wind map, rainfall map, tem- 
perature map. ' 



Russia 

*I. The development of Russia has been slow. Why? 

1. Position. Lack of harbors. 

2. Climate. Effect upon navigation. 

3. Great number of races and variety of tongues. 

4. Remoteness from civilization of Western Europe. 

5. Poverty and ignorance of the masses. Serfdom. 

6. Character of the government. 

7. Consequent slow material development. Railroads, factories, etc. 

References : 

Brig, and McF., pages 3^Q-333. Carpenter, pages 311-330. 

Nat. Adv., page 133. Winslow, pages 146-153. 

Dodge, pages 2 J 1-25 5. Allen's New Europe, pages 123-156. 

Tarr, pages 30Z-307. 

Library References : 

Schierbrand, Russia, page 215. 
Lyde, Short Commercial Geography, pages 65, 66. 
Redway, Commercial Geography, pages 343, 344. 
Stoddard, Lectures, vol. 6, pages 227, 228 (teacher). 

*II. Russia's leading industry is farming. Why? 

1 . Vast extent of arable land. 

2. Fertility of the "Black Earth" section. 

3. Great extent from north to south. 

4. Character of the people. Classes. Difficulty of changing from 
one class to another. 

5. Influence of the government. 

6. Land-group system. 



References: 

Brig, and McF., pages 310, 331. Tairr, pages 302, 304. 

Nat. Adv., page 133. Carpenter, page 120. 

Dodge, pages 252, 253, 255. 

Library References : 

Mill, International Geography, page 401. 

Schierbrand, Russia, page i i 1 . . 

III. The Russians have long desired to possess Constantinople. 
Why? See map. 

References : 

Brigham. page 371. Carpenter, pages 362, 363, 364. 

Dodge, page 251. 

Library References ; 

Coe, Modern Europe, pages 361, 362. 

*IV. How has the development of Russia been hindered by its 
position ? 

References : 

Brig, and McF., page 333. Dodge, page 2ii 

Tarr, page 302. 

Library References : 

George, Little Journey to Russia, pages 3. 5. 

V. Russia is a nation of many tongues. Why? 

References : 

Brig, and McF., page 330. 
Tarr, page 303. 

Library References: 

George. Little Journey to Russia, pages 6, 302. 

VI. Why are there so few large cities in Russia^ 

References : 

Winslow, page 156. 

Library References : 

George, Little Journey to Russia, pages 61, 62. 

New International Encyclopedia, Russia — Agriculture (teacher). 

*VII. Petrograd has grown to be the largest city in Russia. Why? 

References : 

Brig, and McF., page 332. Tarr, page 306. 

Nat. Adv., page 133. Winslow, pages 158, 159. 

Dodge, page 254. Carpenter, page 330. 

Library References : 

Rocheleau, Geography of Commerce and Industry, pages 357-362. 

103 



*VIII. Give some reasons why manufacturing must increase in im- 
portance in Russia. 

References : 

Brig, and McF., page 332. Tarr, pages 305, 306. . 

Dodge, page 253. 
Library References : 

Rocheleau, Geography of Commerce and Industry, pages 29, 137, 357-362. 

*IX. How has the building of the Trans-Siberian Railway been of 
importance to Russia? 

References : 

Brig, and McF., page 332. Carpenter's Asia, pages 146, i6i, 373, 375. 

Dodge, pages 251, 253, 254. Winslow, Book V, page 13. 

Library References : 

Rocheleau, Geography of Commerce and Industry, pages 137, 358-362. 
Williams, Romance of Modern Engineering, pages 139-165. 

X. Why are Moscow and Nishni Novgorod important cities? 

References : 

Brig, and McF., page 333. Carpenter, pages 340-354. 

Dodge, pages 253, 254. Winslow, pages 159, 160. 

Tarr, page 306. Brigham, pages 381, 382. 

Library References : 

Peeps at Many Lands, Russia (Moscow), pages 75-83. 

Chamberlain, Europe (Continents and their People), Nishni (Novgorod), pages 152-154. 

XI. Lumbering is an important industry in Russia. Why? 

References : 

Brig. & McF., page 330. Winslow, page 155. 

Tarr, page 304. 
Library References : 

Red way. Commercial Geography, page 360. 

XII. Grazing is an important industry in Russia. Why? 

References : 

Tarr, page 304. 
Library References : 

Monroe and Buckbee, Europe and Its People, page 75. 
Trotter, Geography of Commerce, page 3 14. 
Robinson, Commercial Geography, page 432. 

XIII. Fishing is an important industry in Russia. Why? 

References: 

Tarr, page 304. 
Library References : 

Adams, Commercial Geography, pages 310, 317. 
Trotter, Geography of Commerce, page 314. 
Goodrich, Russia in Europe and Asia, pages 266-267. 

104 



XIV. The fur trade is of great importance in Russia. Why? 

References : 

Tarr, page 304. 

Library References : 

Goodrich, Russia in Europe and Asia, page 266. 
Trotter, Geography of Commerce, page 3 1 4. 
Adams, Commercial Geography, page 390. 

XV. Mining is an important industry in Russia. Why? 

References : 

Brig, and McF., pages 331, 332. Tarr, page 305. 

Nat. Adv., page 133. Winslow, page 155. 

Dodge, page 253. 

Library References : 

Trotter, Geography of Commerce, pages 311,314-315. 
Adams, Commercial Geography, pages 310, 390. 

Greece 

*I. Greece.a country with few natural resources, became the cherished 
home of a highly cultivated people. Why? 

1. Situation. 

2. Sunny climate. 

3. Numerous gulfs and bays. No section remote from the sea. 

4. Natural protection from foreign enemies. Sea and mountains. 

5. Excellent harbors. Piraeus and Athens. 

References: 

Brig, and McF., page 327. Carpenter, page 383. 

Tarr, page 338. Dodge, page 273. 

Winslow, page 172. Allen's New Europe, pages 395-401. 

Library References : 

Robinson, Commercial Geography, page 364. 

Italy 

*I. Italy is essentially an agricultural country. Explain why this 
is so. 

References : 

Brig, and McF., pages 315-317. Tarr, pages 324, 325. 

Nat. Adv., page 130. Winslow, pages 125-127. 

Dodge, pages 223, 264, 265, 266. Allen's New Europe, pages 347-361. 

*II. Venice was once a leading commercial city. Why is it no longer 
an important port? 

105 



References: 

Brig, and McF., page 3^o. Carpenter, pages 392-393, 400-401. 

Dodge, page 268. Winslow, page 132. 

Tarr, pages 329, 330. Brigham, page 443. 

III. What natural feature of Italy promotes the use of electricity? 

Reference : 

Dodge, page 266. 

IV. Account for the location of a city at Rome. 

Reference : 

Brigham and McFarlane, page 319. 

V. Account for the location of a city at Florence. 

VI. Account for the location of a city at Naples. 

VII. Account for the location of a city at Genoa. 

Reference : 

Brigham and McFarlane, page 320. 



The Iberian Peninsula 

*I. "The failure of both Spain and Portugal to become permanently 
prosperous and powerful has been partly due to the lack of ad- 
vantages at home." Explain in what ways this is true. 

References : 

Brig, and McF., page 307. Tarr, pages 290, 291 

Nat. Adv., page 129. Allen's New Europe, pages 105-122. 

Dodge, pages 239, 240. 

Library References : 

Whitcomb, Little Journey to Italy, Spain and Portugal. Spain, page 3. Portugal, page 93. 

II. Why has Spain developed no great manufacturing centers near 
its coal and iron mines? 

Reference : 

Tarr, page 292. 

Library Reference: 

Trotter, Geography of Commerce. 

III. Where in Spain are sheep and goats raised? Why? 

See physical map, wind map, rainfall map, temperature map, vegeta- 
tion map, map of the distribution of sheep. 

106 



IV. Where are most of the cattle raised? Why? 

See physical map, wind map, rainfall map, temperature map, vegeta- 
tion map, map of the distribution of cattle. 

V. Why is it possible to raise considerable wheat? 
Tarr, page 292. See rainfall map. 

*VI. Why are most of the cities of Spain situated on the coast or near 
it? 
Make a study of various maps. 

VII. Give reasons for the location of Madrid. 
See maps. Also Tarr, page 293. 

VIII. Give reasons for the location of Granada. 
See maps. Also Tarr, page 293. 

IX. Of what value is Gibraltar to England. 

See maps. Also Tarr, page 294; Carpenter, page 444. 



The Balkan Peninsula 



*I. The Balkan States are in the main backward in development. 
Why? 

1. Long subjugation to Turkey. 

2. Mountainous character of the country. 

3. Ignorance of the people. 

4. Warlike characteristics of the people. 



References : 

Brig, and McF., pages 324-327. 
Nat. Adv., page 132. 
Dodge, pages 272. 273. 
Tarr, pages 334-337- 



Carpenter, page 374. 

Winslow, pages 161-164. 

Brigham, pages 382, 383. 

Allen's New Europe, pages 389-417. 



*II. Account for the location and importance of Constantinople. 



References : 

Brig, and McF., pages 326, 327. 
Nat. Adv. page 132. 
Dodge, page 272. 
Tarr, page 337- 



Carpenter, pag;s 361-364. 
Winslow, pages 164-166, i63. 
Brigham, page 383. 



107 



Material for Detroit Day 

On a map of the world trace the trade routes from Detroit to China, 
to Japan, to India, to Australia, to the Philippines, to Hawaii. Tell 
what is being shipped each way on each route. 

Wood's Michigan Geography, page 234. Examine the figure. 
Find Detroit. Point out the hills. What made them? What made 
the land fiat east of the hills? Detroit is on an old lake bottom. 

Wood's Michigan Geography, page 236. Report to the class on 
the first paragraph on topography. 

Show that there are two very significant lines of cities in eastern 
Michigan. How did they come to be located in this way? Wood's 
Michigan Geography, page 237. 

Learn to recognize ten birds found in Detroit. Why save the 
birds? How? 

Learn to recognize five trees found in Detroit. Why save the 
trees? How? 

Learn to recognize five weeds found in Detroit. 



Minimum Essentials in Location 

Pupils should be able to locate on an unlettered map the points 
listed below: 

North America, South America, Europe, Asia, Africa, Australia, 
Greenland. 

Atlantic Ocean, Pacific Ocean, Arctic Ocean, Antartic Ocean, 
Indian Ocean. 

United States, Canada, Mexico, Central America. 

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Con- 
necticut, Delaware, District of Columbia, Florida, Georgia, Idaho, 
Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Mary- 
land, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, 
Montana, Nebraska, Nevada, New Hampshire, New Jersey, New 
Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, 
Oregon, Pennsylvania, Porto Rico, Rhode Island, South Carolina, 
South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washing- 
ton, West Virginia, Wisconsin, Wyoming, Cuba. 

108 



Gulf of St. Lawrence, Gulf of Mexico. 

Rocky Mts., Appalachian Mts., Pike's Peak. 

Detroit River, St. Lawrence River, Mississippi River, Ohio River, 
Missouri River, Colorado River, Hudson River, Soo Canal, Erie Canal, 
Panama Canal, Niagara Falls. 

Lake Superior, Lake Michigan, Lake Huron, Lake St. Clair, Lake 
Erie, Lake Ontario, Lake Champlain. 

Detroit, Boston, New York, Philadelphia, Pittsburgh, Washing- 
ton, New Orleans, Chicago, Cleveland, Minneapolis, St. Paul, Duluth, 
San Francisco, St. Louis, Buffalo. 

Austria, Hungary, Belgium, England, Ireland, Denmark, France, 
Germany, Greece, Italy, Netherlands, Norway, Portugal, Russia, 
Scotland, Spain, Sweden, Switzerland, Wales, Balkan Peninsula, 
Poland, Czechoslavakia, Jugoslavia, Finland, Ukrainia, Esthonia, 
Letvia, Lithuania. 

Liverpool, London, Glasgow, Dublin, Paris, Rome, Constantinople, 
Vienna, Berlin, Petrograd, Naples, Venice, Florence, Athens, Odessa; 
Madrid. 

North Sea, Baltic Sea, Black Sea, Mediterranean Sea, English 
Channel, Adriatic Sea, Dardanelles. 

Thames River, Rhine River, Seine River. 

Alps Mts., Mt. Vesuvius. 

Buenos Aires, Rio de Janeiro, Valparaiso, Andes Mts., Amazon 
River, La Plata River, Orinoco River, Cape Horn, Argentina, Brazil, 
Chile, Colombia. 

Suez Canal, Strait of Gibraltar, Red Sea, St. Helena, Cape of Good 
Hope, Egypt, Sahara Desert, Cape Town, Alexandria, Cairo, Nile 
River, Niger River, Congo River, Zambezi River. c . c 

Canberra, Sydney, Melbourne, East India, Philippines, Ha^vaiian 
Islands, New Zealand. 

Japan, China, India, Siberia, Turkey, Siam, Caspian Sea, Dea^d- 
Sea, Himalaya Mts., Mt. Everest, Pekin, Bombay, Calcutta, Tokio, 
Yokohama, Hong Kong, Vladivostock, Manila, Honolulu, Jerusalem,, 
Yangste River, Hoang Ho River, Ganges River, Euphrates River. ' ' ' 

Minimum Essentials in Information 

Seepage 151 of this course of study. , ,!(!) • 

109 



SIXTH GRADE— A CLASS 



To the Teacher: 

Read the course of study to this point before teaching the work as 
outlined for this grade. 

Before taking up problems with a class, be sure you understand 
just, what is meant by a problem in geography, and how it is to be used 
in class work. Familiarize yourself with the discussion of the problem 
given in the introduction. Above all, do not use the problems as so 
many geography questions, the answers to which are to be memorized 
at once. If possible, have the problem come up during the class dis- 
cussion. Give the class an opportunity to theorize as to its solution. 
Do not be in too much of a hurry to close the discussion. A class may 
often profitably spend a week on a single problem. At other times 
several problems will be covered at one recitation period. In other 
words it is more important that the pupil receive training in how to 
study, than that he be required to cover a certain number of problems 
and memorize a certain number of facts. 

The reasons and explanatory phrases in connection with many of 
the problems are for the teacher's aid, not for the pupils'. They are 
intended to be merely suggestive. Often many more reasons than are 
outlined will come up in the class discussion. 

Starred topics and problems, "Minimum Essentials in Location" 
and "Minimum Essentials in Information" are required. As many of 
the other topics and problems as time will permit should be covered.. 

Sets of stereopticon slides for use in geography may be obtained 
from the Board of Education. They are listed in the stereopticon 
catalog. 

(Note. The topic and problem treatment of geography, as ad- 
vocated in this course of study, offers the teacher unusual opportunity 
to emphasize the use of good English.) 

I ID 



Key to Abbreviations 

Natural Advanced Geography (Nat. Adv.); Dodge's Advanced 
Geography (Dodge) ; New Geographies, Second Book, Tarr and Mc- 
Murry (Tarr); Geography Readers, I, Winslow (Winslow, I); Geor 
graphy Readers, II, Winslow (Winslow II); Geography Readers, IV, 
Winslow (Winslow, IV); Carpenter's Geographical Reader (Carpenter); 
Brigham's Commercial Geography (Brigham) ; Woods Michigan 
Geography (Wood) ; Sherzer's Geology of Wayne County (Scherzer) ; 
Essentials of Geography, Brigham and McFarlane, Second Book 
(Brig, and McF.); Michigan Supplement (Mich. Sup.).; Brigham and 
McFarlane, Revised Edition (Brig, and McF., Rev.). 



PROBLEMS 
The British Isles 

*I. Give reasons for the commercial and industrial growth of England. 

1 . Position. Middle of the land hemisphere. See globe and map 
of the world. 

2. Character of the people. Noted for their energy and intel- 
ligence. Skilled workmen. 

3. Coastline. Irregular. Many fine, deep harbors. See map. 

4. Climate. Westerly winds cause a mild, damp climate favorable 
to the manufacture of cotton. See climate maps. Harbors 
open all the year. 

5. Surface. Mostly low plain. Railroads and canals easily 
built. See physical map. 

6. Mineral products. Coal, iron, limestone near each other, and 
near the sea. See map of distribution of minerals. 

7. Raw material. Easy to obtain. 

8. Smallness of country. Factory near coal fields and near 
shipping point. 

9. Ready market. Colonies. 
10. Fisheries. 

References : 

Brig, and McF., pages 275-183. Carpenter, pages 5 7-b4. . -.■.,,;[ 

Dodge, pages 226, 227, 229, 230. Winslow, Book IV, pages 18-24. 

Tarr, pages 263-270. Brigham, pages 87, 303- ;. 1 :,.j.i' '..'•'.; 

Ill 



Library References : 

Allen, Industrial Studies, Europe, page 73. 
. . Afjams, Commercial Geography, page ipy. 

Redway, Commercial Geography, pages 296, 297. 

*II. Why has London become so great a city? 

1 . Position. 

Wide, deep harbor. Center of land hemisphere. Interior of 
island. Any point in England may be reached in a few hours. 
Water connections with foreign countries. Behind it are the 
great manufacturing centers of England. Point of entrance of 
much of the food for Great Britain. Distributing center. 
Opposite the Rhine and the Scheldt. Commercial center of 
the world. Money center of the world. Old city. Capital of 
a powerful empire. 

2. Climate. Mild. Moist. Tempered by westerly winds. 700 
miles farther north than Detroit. See maps. 

References: 

Brig, arid McF., pages z83, 284. Winslow, Book IV, pages 25-27. 

Dodge, pages 227, 230, 231. Carpenter, page 67. 

Tarr,' pages 272, 273. Brigham, page 3 1 1 . 

III. Give some reasons why Great Britain possesses more colonies 
than any other nation of the earth. 

References : 

Brig, and McF., page 285. Tarr, page 275. 

Dodge, pages 226, 231. 
Library References : 

Hart, War in Europe, page 96. 

Cheyney, Short History of England, page 666. 

IV. Give reasons for the location of Liverpool. 

I. Position. Fine, deep harbor. In the Lancashire coal fields. 
Near the iron mines. Most natural port of entrance from America. 
Logical outlet great manufacturing region of Western England. 

References : 

Brig, and McF., page 282. Carpenter, page 64. 

Tarr, page 267, Fig. 371, 271. Winslow, Book IV, page 31, 

V. Give reasons for the location of Edinburgh. 

I. Position. Good harbor. Commands entrance to lowlands of 
Scotland. Trade with Continental Europe. 

1 12 



VI. Why does Great Britain have an enormous foreign commerce? 

References : 

Brig, and McF., pages 281. 28z. Carpenter, page 84. 

Tarr, pages 164, 275, 276. Winslow, Book IV, page 23. 

Dodge, pages 226, 230, 231. Brigham, page 281. 

Library References : 

Chisholm, Handbook of Commercial Geography, page 211. 

Hart, War in Europe, page 88. 

Mill, International Geography, page 1 50. 

VII. Why is there a city of Southampton? 

I. Position. Good harbor. Easy for passengers and produce from 
the United States and other countries to reach London from 
Southampton. Outlet for southern England. 

References : 

Brig, and McF., page 282. 
Brigham, page 312. 

VIII. Give reasons for the location of Bristol. 

References : 

Brig, and McF., page 282. Brigham, page 312. 

Tarr, page 273. 

IX. Give reasons for the location of Hull. 

References : 

Brig, and McF., page 282. 
Brigham, pages 311, 313, map. 

*X. The greater share of the food for England is imported. Why? 

1. Great manufacturing and commercial country. 

2. Soil cannot support so large a population. 

References : 

Brig, and McF., page 277. Winslow, Book IV, pages 21, 22. 

Tarr, pages 275, 276. 

Library References: 

Allen, Industrial Studies, Europe, 72. 
Adams, Commercial Geography, page 200. 

XI. Give reasons for the location of Leeds. 

References : 

Brig, and McF., page 282. Carpenter, page 58. 

Tarr, page 268. • Brigham, page 308. 

XII. Give reasons for the location of Leicester. 

113 



XIII. In what ways were conditions favorable for the development 
of manufacturing in Great Britain? 

See globe and various maps. 

References: 

Brig, and McF., pages 279-281. Carpenter, page 57. 

Tarr, pages 264, 267, 268. Winslow, Book IV, page 20. 

Dodge, pages 226, 229, 230. 
Library Reference : 

Robinson, Commercial Geography, page 401. 

XIV. Give reasons for the location of Birmingham. 

Reference : 

Brig, and McF., page 279. 

XV. Give reasons for the location of Sheffield. 

Reference : 

Brig, and McF., page 279. 

XVI. Give reasons for the location of Glasgow. 

Reference : 

Brig, and McF., pages 281, 282. 

*XVII. Compare England with Ireland in regard to manufacturing. 

References : 

Tarr, pages 267, 268, 270. Carpenter, pages 26, 31, 57. 

Dodge, pages 229, 230. Brigham, page 316. 

Library Reference ; 

Allen, Industrial Studies, Europe, pages 50-75. 

XVIII. Why is linen manufactured in northeastern Ireland? 

References : 

Brig, and McF., page 277. Carpenter, page 31 

Tarr, page 270. Winslow, Book IV, page 40. 

Library Reference : 

Allen, Industrial Studies, Europe, page 54. 

XIX. Why is western England devoted to stock raising and mining? 

References : 

Tarr, pages 265, 267 Dodge, page 229. 

Winslow, Book IV, pages 21, 22. . , 

Library Reference : 

Allen, Industrial Studies, Europe, page 83. 

XX. Give reasons for the location of Belfast. 

Reference : 

Brig, and McF., pages 277, 281, 282. 

I 14 



XXI. Give reasons for the location of Manchester. 

References: 

Brig, and McF., pages 279, 280. Winslow, Book IV, page 30 

Tarr, page 267, Fig. 371, 267, 268. Dodge, page 231. 

Carpenter, pages 62, 63. Brigham, page 204. 



XXII. Distinguish between "metropolitan" and "industrial" Eng- 
land. 

References : 

Brig, and McF , page 278. 
Brigham, pages 304, 305. 



Belgium and the Netherlands 

*I. How can Belgium support a dense population? 

1. No large standing army. Winslow, page 64. 

2. Manufacturing and agricultural facilities. Nat. Adv., page 128; 
Brigham, pages 333, 334; Tarr, page 281; Winslow, Book IV, 
page 64; Allen's New Europe, pages 65-75. 

3. Skillful farming. 

4. Intelligence of people. Tarr, page 281. 

5. Waterways and railways. Tarr, page 282; Dodge, page 245; 
Brigham, page 284. 

6. Gateway to and from interior of Europe. Dodge, page 243. 

Reference : 

Brig, and McF., pages 294, 295. , 

Library References ; 

George, Little Journey to Holland, Belgium and Denmark. 
Trotter, Geography of Commerce. 

*II. Give three reasons for the extensive commerce of the Nether- 
lands. 

1 . Easy transportation. 

2. Position. 

3. Colonies. 

References : ~ 

Nat. Adv.. page 125. Carpenter, pages 137, 138. 

Dodge, pages 243, 247. Allen's New Europe, pages 231-244. 



Tarr, pages 279, 2S 



115 



*I 1 1 . In what ways does the character of the country tend to make the 
Dutch self-reliant, cautious, patient, industrious and thrifty? 

Library Reference : 

Jungman, Holland (Peeps at Many Lands), page 17. 

IV. Show how railroads can be built in the Netherlands more easily 
than in a country like Scotland. 

See physical map. 

V. Why are the winds likely to blow with special force and regularity 
across Holland? In what way is this fact of special value to the 
Dutch? 

See wind map. 

VI. Why is Holland known as the Netherlands? 
See physical map. 

VII. How can so small a country support so large a population? 

References : 

Nat. Adv., page 125. ' Tarr, page 178. 

Dcxlge, pages 243-247. 

Library Reference : 

Trotter, Geography of Commerce. 

VIII. Why is most of the trade transit? 
See map. 

Library Reference : 

Trotter, Geography of Commerce. 

IX. Why would you expect the Netherlands to have many colonies? 

General Reference : 

Brig, and McF., pages 295-297. 



Norway, Sweden, Denmark, Iceland 

References to Brigham and McFarlane : 

Norway, page 298. Denmark, page 297. 

Sweden, page 299. Iceland, pages 297, 298. 

*I. Give reasons why the towns of Norway are mostly near the coast. 
I. Surface and climate. Inhospitable interior, rough, cold and un- 
productive, except for forests. 

116 



2. Coastline. Favorable for growth of maritime people. Fringe 
of islands acts as breakwater affording safe channel for vessels. 
Fiords, "ocean avenues," extend far into interior. Sea offers 
both food and occupation, 

References : 

Nat. Adv., page ii8 (map), pages 125, 126. 

Dodge, pages 247, 248, 249, 248 (map). 

Brigham, pages 350, 351. 

Tarr, pages 296, 297. 

Carpenter, pages 164-165. 

Winslow, Book IV, pages 83, 84. 

Allen's New Europe, Sweden, pages 165-173; Norway, pages 274-306; Denmark, pages 244-245. 

Library References: 

Ferryman, Norway (Peeps at Many Lands), page 5. 
Monroe and Buckbee, Europe and its People, pages 22-23. 
Randall, Little Journey to Norway and Sweden, page 4. 

II. Explain why the harbor of Christiania is frozen over part of the 
year, while that of Hammerfest is not. 

References : 

Tarr, pages 221, 223, 296. Carpenter, page 168. 

Dodge, page 247. Winslow, Book IV, page 83. 

III. Why is Bergen one of the rainiest cities of Europe? 

References : 

Dodge, page 247. Tarr, pages 221, 223. 296. 

Library Reference : 

Coe, Modern Europe (World and its People), pages 104, 105. 

IV. By use of the f>lanetarium explain why they have the "Midnight 
Sun" at Hammerfest. 

References : 

Carpenter, pages 163, 173, 174, 175. Winslow, Book IV, page 83. 

Tarr, page 199. 

*V. What are the leading industries of Norway? Why are these the 
leading industries? 

References : 

Nat. Adv., page 126 Winslow, Book IV, pages 86, 87. 

Dodge, pages 249, 250. Brigham, page 350. 

Tarr, page 297. Carpenter, pages 166, 167, 177. 

Library References : 

Coe, Modern Europe, pages 94-105. 

Ferryman, Norway (Peeps at Many Lands), pages 9-20. 
Monroe and Buckbee, Europe and its People, pages 26, 28-30. 
Randall, Little Journey to Norway and Sweden, pages 12-17. 

117 



VI. Why do so many tourists visit Norway? 

References : 

Dodge, pages 249, 250. Carpenter, pages 163-165. : 

Tarr, page 298. Winslow, Book IV, page 89 

Library References : 

Coe, Modern Europe, page 92. 

Ferryman. Norway (Peeps at Many Lands), pages 5-7, 71-72. 

Randall. Little Journey to Norway and Sweden, page 3. 

*VII. In what ways is railroad building favored in Sweden? 

References : 

Brigham, page 352. Winslow, Book IV, page 92. 

Dodge, page 249. 

VIII. What advantage has Gothenburg over Stockholm as a shipping 
point? 

IX. Why have Scandinavia and Denmark been able to preserve their 
independence ? 

Reference : 

Tarr, page 296. 

X. If you were in the lumber business would you rather live in Norway 
or in Sweden? Give reasons. 

References : . 

Carpenter, page 177- Tarr, page 299. 

Dodge, page 249. Winslow, Book IV, page 91. 

*XI, Why is farming, especially dairying, the chief industry of Den- 
mark ? 

References : 

Brigham, page 349. Winslow, Book IV, pages 96, 97. 

Tarr, page 299. Carpenter, page 162. 

Dodge, page 245. 

XII. Why is the foreign trade of Denmark and Scandinavia carried 
on chiefly with England? 

References: 

Nat. Adv.. page 125. Brigham, page 349. 

Tarr, pages 299, 300. Winslow, Book IV, page 97. 

XIII. Although Denmark has an irregular coastline it has very few 
good harbors. Explain this. 

Reference: 

Tarr, page 300. 

118 



XIV. The people of Iceland are not progressive. Give some reasons. 

References : 

Tarr, page 300. Winslow, Book IV, page 98. 

Dodge, pages 232, 233. 

Germany 

*I. What are some of the advantages of the position of Germany? 

1. Number and kind of countries bordering. 

2. Accessibility by water and mountain passes of the important 
commercial countries of Europe. Study surface in this con- 
nection. 

References : 

Brig, and McF., page 287. Carpenter, pages 187, 188. 

Dodge, page 256. Winslow, Book IV, page 1 10. 

Tarr, page 308. Allen's New Europe, pages 174-190. 

Brigham, pages loi, 335. 

Library References : 

Allen, Industrial Studies, Europe, page 168. 

II. The southern part of Germany is as cold as the northern part. 
Why? 

References : 

Brig, and McF., page 187. Dodge, page 258. 

Nat. Adv., page 124. Tarr, pages 261, 309, 310. 

III. Is the North Sea or the Baltic the more desirable for ports. Why? 

References : 

Dodge, page 258. Tarr, pages 261, 310, 316. 

*IV. Although Germany is an old country its forests are in a flourish- 
ing condition. Why? 

References : 

Brig, and McF., pages 289, 290. Tarr. page 311. 

Nat. Adv., page 124. Winslow, Book IV. page i 10. 

Brigham. page 336 

Library Reference: 

George, Little Journey, page 69. 

*V. Account for the location of Berlin. 

References : 

Brig, and McF., page 292 Brigham, page 343. 

Dodge, page 260. Winslow, Book IV, page i i i. 

Tarr, pages 314, 315. Brig, and McF., (Revised), pages 290-291. 

119 



VI. Why has Hamburg become a large city? 

References : 

Dodge, page 256. Brigham, page 341. 

Tarr, page 316. Winslow, Book IV, page iii. 

*VII. Give some reasons why Germany is a great manufacturing 
country. 

References : 

Brig, and McF., pages 290, 291. Brigham, pages 7J-78, loo, loi, 340, 341. 

Nat. Adv., page 124. Carpenter, pages 187, 228, 229, 232. 

Dodge, pages 258, 259. Winslow, Book IV, pages 108, 109. 

Tarr, pages 312-314. Brig, and McF., (Revised), pages 289-290. 

VIII. Give reasons for the location of Bremen. 

Reference ^ 

Brig, and McF., page 291. 

IX. Give reasons for the location of Stettin. 

Reference : 

Brig, and McF., page 291. ' . 

X. Account for the location of Leipzig. 

References : 

Brig, and McF., page 293. Brigham, page 343. 

Dodge, page 260. Winslow, Book IV, page 1 13. 

Tarr, pages 315, 316. Brig, and McF., ( Revised), 291. 

Carpenter, pages 227, 228. 

XI. Why would you expect to find a large city at Dresden? 

References : 

Brig, and McF., page 293. Winslow, Book IV, page 1 12. 

Tarr, pages 312, 316. Brig, and McF., ( Revised ), 291. 

Brigham, page 343. 

XII. Of what advantage to Germany is the Kaiser Wilhelm Canal? 

References : 

Brig, and McF., page 297. Carpenter, pages 192, 193. 

Nat. Adv., page 124. Brigham, page 341. 

Library Reference : 

Allen, Industrial Studies, Europe, page 167. 

XIII. Name the leading kinds of manufacturing in Germany and tell 
why each should have been developed. 

References : 

Brig, and McF., pages 290, 291. Carpenter, pages 187-190, 228, 229, 232, 233. 

Nat. Adv., page 124. Brigham, pages 338, 340. 

Dodge, page 259. Winslow, Book IV, pages 109, 113. 

Tarr, pages 312, 313. Brig, and McF., (Revised), pages 289-290. 

120 



Library References : 

Adams, Commercial Geography, page az?. 

Morris, Industrial and Commercial Geography, page %xi. 

XIV. Account for the location of Cologne. 

References : 

Brig, and McF., page 29Z. Tarr, pages 31 z, 317. 

Dodge, page 260. Carpenter, page ijb. 
Brig, and McF., (Revised), page 291. 

XV. Account for the location of Frankfurt-on-Main. 

Ref erencrs : 

Brig, and McF., page 292. Tarr, page 317. 

Brig, and McF., (Revised), page 291. 

XVI. Why does rye take the place of wheat in Germany? 

References : 

Brig, and McF., page 289. Brigham, page 338. 

Tarr, page 311. Winslow, Book IV, page 108. 

Brig, and McF. (Revised), page 288. 

Library References : 

Adams, Commercial Geography, page 218. 

Morris, Industrial and Commercial Geography, page 219. 

XVII. Compare the Rhine with the Hudson in respect to scenery and 
distribution of population. See map. 

References : 

Dodge, page 261. Carpenter, pages 234, 235. 

Tarr, pages 317, 318. Winslow, Book IV, pages 104, 105. 

Library References : 

McMurry, Central Topics in Geography, No. i. The Rhine, page 24, 
New International Geography. 



Switzerland 

*I. Switzerland is poor by nature, yet it stands in the front rank of 
European trade in proportion to its population. Why? 

1. Location. Central position surrounded by rich nations. 

2. People. Painstaking and skillful. Their products in demand. 

3. Markets. Markets found in adjacent countries and in the 
United States. 

4. Good roads. Roads across the mountains for centuries. Modern 
railroads pierce the Alps in several directions. 

5. Water power. Swift mountain streams furnish water power. 



References: 

Brig, and McF., pages 311-314. Brigham, page 354- 

Dodge, page 263. Winslow, Book IV, pages 117, 118. 

Tarr, page 321. Aliens New Europe, pages 247-251. 

*II. Account for the spirit of independence among the Swiss. 

References : 

Brig, and McF., page 312. Carpenter, pages 267, 268. 

Dodge, page 263 Winslow, Book IV, pages 1 15, 1 16 

Tarr, page 320. 

III. Why do the Swiss lack a common language? 

References : 

Brig, and McF., page 312. Carpenter, page 269. 

Tarr, page 320. 

IV. Why are German speaking people most numerous in Switzer- 
land? See physical map. 

Reference : 

Tarr, page 320. 

V. Why should the Swiss be famous railroad builders? See map. 

References : 

Brig, and McF., page 314. Carpenter, page 252. 

Tarr, page 321. Winslow, pages 117, 118. 

VI. Why is there much manufacturing in Switzerland? 

References : 

Brig, and McF., page 313. Brigham, page 354. 

Dodge, page 262. Winslow, page i 19. 

Tarr, page 321. 

VII. Why are fewer watches than formerly imported into the United 
States from Europe ? 

Reference : 

Winslow, page 121. 

VIII. Give reasons for the location of Zurich. 

References: 

Brig, and McF., page 313. Tarr, page 322. 

Dodge, page 263. Winslow, page 120. 

IX. Give reasons for the location of Geneva. 

References : 

Brig, and McF., page 313. Tarr, page 322. 

122 



X. Why are the Swiss advanced in the use of electricity? 

References : 

Dodge, page 163. Winslow, Book IV, page 119. 

Tarr, page 311 . 

*XI. Why is Switzerland so attractive to tourists? 

References : 

Brig, and McF., pages 313, 314. Carpenter, pages 251, 252. 

Nat. Adv., page 126. Brigham, page 355. 

Dodge, page 264. Winslow, Book IV, page 1 16, 1 17. 

Tarr, page 322. 



Austria 

I. Account for the present boundary lines of Austria. . 

References: 

Brig, and McF., (revised edition), page 321 

I I . Why has Vienna become such a large city ? 

References : 

Nat. Adv., page 126. Winslow, Book IV, page 51 

Tarr, pages 286, 287. Carpenter, pages 107, 108. 

Dodge, page 238. Brigham, pages 328, 329. 

Hungary 

I. Hungary is largely an agricultural country. Why? 

References: 

Dodge, page 269. Brigham. page 374. 

Tarr, page 332. Allen's New Europe, pages 220-21?. 

Carpenter, pages 301-304 

II. Account for location of Budapest. 

References : 

Nat. Adv., page 126. Carpenter, pages 295-361. 

Dodge, page 270. Winslow, Book VI, page 144. 

Tarr, page 334. Brigham, page 375 

III. Compare Budapest and Minneapolis. 

Reference: 

Allen's New Europe, pages 226-227. 

Gzechoslavakia 

I. Why do the people of Gzechoslavakia feel that they have a right 
to independence? 

123 



Reference : 

Brig, and McF., Book II (revised edition), pages 3^^-3^3. 

II. Why is Bohemia a manufacturing district? 

References : 

Brig, and McF., Book II (revised edition), page 323. 
Allen's New Europe, pages io3-ao4. 

III. Account for the location of Prague. 

References : 

Nat. Adv., page ii6. Tarr, page 344. 

Dodge, page a 70. Brig, and McF., (revised edition), page 313. 

Poland 

I . Some of the problems of Poland are as follows : 

(a) To become economically independent of Germany. 

(b) To become democratic. 

(c) To live on friendly terms with Russia. 

What geographical conditions cause these problems? 

Reference : 

Allen's New Europe, page 255-256. 

II. Lodz and Warsaw are important manufacturing cities. Why? 

References : 

Brig, and McF , page 332. Carpenter, page 339. 

Nat. Adv., page 133. Allen's New Europe, pages 258-259. 

Dodge, page 253. Brig, and McF., (revised edition), pages 298-299. 

Tarr, page 307. 



France 



Brig, and McF., pages 301-306. 



*I. Give geographical reasons why France should be one nation. 

1. Natural boundaries, barriers of separation from other countries. 

2. No lofty ranges extend across it to divide it into parts. 

3. All its rivers except the Rhine lie within the country. 

References: 

Brig, and McF., pages 301, 302. Winslow, Book IV, page 45. 

Tarr, page 283. 

*II. Explain the importance of the location of Paris. 
I. On island in Seine. Easily defended in early times. 
Seine most navigable river in France. Current slow. River not 
subject to overflow. 

124 



2. Surrounded by rich farming country. 

3. On usual route between Mediterranean and ports of North and 
West. 

4. Near the sea and the industrial districts. 

5. Accessible by rivers, canals and railroads. 

6. Not far from several densely populated countries. 

References : 

Brig, and McF., pages 304, 305. Winslow, Book IV, page 51. 

Tarr, pages a86, 287. Carpenter, pages 107, 108. 

Dodge, page 238. Brigham, pages 728. 329. 

Library References : 

Descriptions of Paris. 

Finnemore, France, pages 22-28. 

George, Little Journey to France and Switzerland, pages 10-63. 

III. Why has Paris not grown so rapidly as London? 

Reference : 

Dodge, page 238. 

*1V. Why is France a manufacturing country? 

1. Minerals. Coal and iron easily obtained. Coal near hills where 
sheep are raised. 

2. Raw materials. Rhone valley favorable to growth of mulberry 
tree; hence silk industry. Grapes; soil and climate just right. 
Fine clays for porcelain industry. Easy to import wool from 
Argentina and cotton from America. 

3. Transportation. Navigable rivers connected by canals make it 
easy to ship goods in all directions. 

4. Good water power. 

5. People. Artistic, skillful, painstaking. 

References : 

Brig, and McF., pages 303, 304. Winslow, Book IV, pages 48, 49, 50. 

Tarr, pages 285, 286. Carpenter, pages 104, 105, 106. 

Dodge, page 237. Brigham, pages 325-327. 

Library Reference : ' 

Allen, Industrial Studies, Europe, page 369 

*V. Why should France be more of an agricultural than a manu- 
facturing country? 

1 . Climate. 

2. Surface. 



125 



3- Soil. ; " 

4. Rainfall. 

5. Farms. Small. Worked by owners. Cultivation efficient. 

6. Agricultural education. 

7. Character of people. 

8. Minerals. Few and not widely distributed. 

References : 

Brig, and McF., pages 301-303. Carpenter, page 8?. 

Tarr, pages 284, 285. Wirjslow, Book IV, pages 46, 47, 48 

Dodge, pages 233, 23';, 236. Brigham, pages 322, 323. 

Library References : 

Education in France. 

New International Encyclopedia, France — Education (teacher). 

George. Little Journey to France and Switzerland, pages 54- J 7- 
Character of People. 

Finnemore, France (Peeps at Many Lands), pages 29-40. 
George, Little Journey to France and Switzerland, pages 46-^4. 
Minerals. 

Robinson, Commercial Geography, pages 393. 

*VI. Show how France is favorably situated for commerce. 

References: 

Brig, and McF., page 305. Carpenter, pages 95, 96. 

Tarr, page 284. Winslow, Book IV, page 46. 

Dodge, pages 233, 235. Brigham, pages 327, 328. 

VII. Account for Bordeaux. 

References: 

Brig, and McF., page 303. Carpenter, pages 97, 98. 

Tarr, page 289. 
Library References : 1 

Descriptions of Bordeaux. 
Singleton, Guide to Great Cities, Western Europe, pages 108-1 19. 

VIII. Why is France weak as a naval power? 

Reference : 

Tarr, page 290. 

IX. What part of France has furnished sailors? Why? 

Reference : 

Brigham, page 325. 
Library Reference : 

Semple, Influence of Geographic Environment (teacher). 

X. Give reasons for the location of Havre. ^ 

References: 

Brig, and McF., page 303, Brigham, page 329. 

Winslow, Book IV, page 53. 

126 



XI. Give reasons for the location of Marseilles. 

References: 

Tarr, page 289. ■ Carpenter, page 100. 

Dodge, page 233. Brigham, pages 321. 329, 444. 

Winslow, Book IV, page 54. 

Library Reference : 

Rocheleau, Geography of Commerce, page 332. . 

XII. Why should northeastern France have greater extremes of 
climate than Rhone valley? 

See physical map, temperature map, wind map, rainfall map. 

XIII. Why is Lyons the center of the silk industry? 

References : 

Brig, and McF., page 304. Winslow, Book IV, page 53. 

Tarr, page 286. Brigham, page 327. 

Dodge, page 237. Allen's New Europe, pages 377-381. 

Carpenter, pages 10 1, 102. 

Library References : 

Description of Lyons. 

Singleton. Guide to Great Cities, Western Europe, pages 1 20-1 31. 



THE UNITED STATES 

General Problems 

*I. The United States has become one of the great world powers. 
Give some reasons. Dodge, page 182. 

II. Examine a map of the distribution of population in the United 
States (Brig, and McF., page 49). Why .is the population densest 
on the eastern coast? 

III. Explain the influence of our best shipping and manufacturing 
points on the distribution of our people. 

IV. What farming sections have attracted great numbers of people? 
Give reasons. 

*V. What are the advantages of the Lincoln Highway? — Travel 
Feb., Mar., Apr., 191 5. 

127 



The Northern States of the Mississippi Basin 

*I. Account for the remarkable growth of the Northern States of the 
Mississippi Basin. 

1 . Surface. 

Level land, largely free from forests and boulders. 

2. Soil. 
Exceptionally fertile. 

3. Rainfall. 

Ample in most parts. Arid sections irrigated. 

4. Facilities for commerce. 

5. Excellent water power. 

6. Mineral products. 

7. Forests. 

References : 

Brig, and McF., pages 1 32-135. Brigham, pages 1 16, 1 17. 

Nat. Adv., pages 66, 67. Winslow, Book I, pages 59-65; 77-93. 

Dodge, pages 154, 160-163. Carpenter, pages 172-212. 

Tarr, pages 91, 92, 93. 
Library References : 

Allen, Industrial Studies of the United States, pages 28, 29. 
Trotter, Geography of Commerce, page 52. 

*II. Michigan is "one of the most marvelous seats of industry in the 
world." "It now stands sixth in industry in the Union of American 
states." 
Give some reasons. 

1. Position. 5. Facilities for commerce. 

2. Size. 6. Minerals. 

3. Climate. 7. Forests. 

4. Soil. . 8. Fisheries. 

References : 

Brig, and McF., Mich. Sup.: position, page iv; size, page iv; climate, page ix; soil, pages vi, vii, x; 

facilities for commerce, pages iv, v, vi, vii, viii, xi, xii; minerals, pages xiv-xvii; forests, pages xvii- 

xix; fisheries, page xiii. 
Nat. Adv., Geography of Michigan. 
Dodge's Geography of Michigan. 
Tarr, Michigan Supplement. 
Brigham, page 6i . 

*III. "Detroit has grown more rapidly in the last fifteen years than 
any other large city in the country." 
"It is now fifth in the value of its manufactured products." 

128 



"Detroit has the largest manufactured product of any city in the 
country in adding machines, alkaline products, aluminum castings, 
automobiles and automobile parts, druggist preparations, oil and 
gas engines, lubricators, overalls, stoves and varnishes, and is 
among the leaders in pneumatic tools, iron, steel and brass goods, 
steel boats, engine appliances, disinfectants, and animal dips, 
furniture, show cases, emery wheels, heating and ventilating 
apparatus." 

"It is the commercial, financial and industrial metropolis of the 
whole state." 

Give some reasons for the location and growth of Detroit. 

References : 

Brig, and McF., Michigan Supplement, page xxvii. Carpenter, pages 205, zo6. 

Nat. Adv., Geography of Michigan. Brigham, page 2xb. 

Dodges Geography of Michigan. Sherzcr, page 33. 

Tarr, Michigan Supplement. Wood, pages 241-245. 

IV. What effect did the opening of the Erie Canal have upon the de- 
velopment of Michigan? 

V. Why is the coal in southern Michigan but little developed as yet? 

Reference : 

Tarr, Michigan Supplement. 

VI. Why is Grand Rapids largely engaged in the manufacture of 
furniture? 

References : 

Brig, and McF,, Michigan Supplement, page x.\vii. Tarr, page 106. 

Nat. Adv.. page 75. Winslow, Book I, page 88. 

Dodge, page 160. Wood, page 175. 

VII. Account for the "Fruit Belt" of Michigan. 

References : 

Brig, and McF., Michigan Supplement, page ix. Tarr, Michigan Supplement, page 9. 

Nat. Adv., Geography of Michigan, page 3. Wood, pages 150-154. 

Dodge's Geography of Michigan, pages 13, 14. 

VIII. Michigan is one of the great agricultural states. Give some 
reasons. 

References : 

Brig, and McF., Michigan Supplement, pages ix, x. 
Dodge's Geography of Michigan, pages 13. 

129 



IX. "In Michigan, manufacturers depend largely upon native re- 
sources of lumber and minerals."" Explain. Brig, and NIcF., 
Michigan Supplement, pages xiv-xxi. 

X. The Detroit River is the greatest maritime thoroughfare in the 
world. Give some reasons. Brig, and McF., Michigan Supplement, 
page xxi. 

*XI. Account for the location of Grand Rapid's. Wood, page 256; 
Brig, and McF., Michigan Supplement, page xxvii. 

*XII. Account for the location of Saginaw. Wood, page 162; Brig. 
and McF., Michigan Supplement, page xxvii. 

*XIII. Account for the location of Kalamazoo. Wood, page 280; 
Brig, and McF., Michigan Supplement, page xxviii. 

*XIV. Account for the location of Traverse City. "Wood, page 249; 
Brig, and McF., Michigan Supplement, page xxix. 

*X"V. Account for the location of Alpena. Wood, page 219; Brig. 
and McF., Michigan Supplement, page xxix. 

*XVI. Account for the location of Sault Ste. Marie. "Wood, page 198; 
Brig, and McF., Michigan Supplement, page xxix. 

*XVII. Account for the location of Escanaba. Wood, page 203; 
Brig, and McF., Michigan Supplement, page xxviii. 

*XVIII. Account for the location of Marquette. Wood, page 208; 
Brig, and McF., Michigan Supplement, page xxix. 

*XIX. Account for the location of Houghton. Wood, pages 210-213 ; 
Brig, and McF., Michigan Supplement, page xxx. 

*XX. Account for the location of Iron wood. Wood, page 214; 
Brig, and McF., Michigan Supplement, page xxix. 

*XXI. Why are the Northern States of the Mississippi Basin a great 
wheat producing region. 

1. Surface. 3. Climate. 

2. Soil. 4. Transportation facilities. 

130 



References : 

Brig, and McF.. pages 132-138. Winslow, Book I, page ^9. 

Nat. Adv., page jfci. Winslow, Book II, pages 134-137. 

Tarr, p^ge 96. Carpenter, pages 178-181. 

Dodge, page 155. 

Library References : 

Allen, Industrial Studies of the United States, page 40. 
Trotter, Geography of Commerce, page 52. 

*XXII. The Northern States of the Mississippi Basin constitute a 
great stock raising region. Why? 

References : 

Brig, and McF., pages 140-143. Winslow, Book I, pages 77, 78. 

Dodge, page 154 Winslow, Book II, pages 139, ,140. 

Tarr, pages 99-101. Brigham, pages 43-45. 

Library References: 

Robinson, Commercial Geography, pages 155, 156. 

Keller and Bishop, Commercial and Industrial Geography, pages 60-62. 

XXIII. Why is manufacturing an important industry of the Northern 
States of the Mississippi Basin? 

References : 

Brig, and McF., page 145. Tarr, pages 103-108. 

Nat. Adv., page 73. Winslow, Book II, pages 1 48- 154; 161-162. 

Dodge, pages 162. 163. 

XXIV. Explain why the Valley of the Red River of the North is one 
of the finest wheat growing regions of the world. 

References : 

Brig, and McF., page 138. Carpenter, pages 1 78- 181. 

Nat. Adv., page 76. Brigham, page 117. 

Dodge, page ijj. Winslow, Book II, pages 135, 136. 

Tarr, page 96. 

Library References : 

Trotter, Geography of Commerce, pages 91-93. 

Bishop and Keller, Commercial and Industrial Geography, page 63. 

*XXV. Account for the Corn Belt. 

References : 

Brig, and McF., pages 137, 138. Winslow, Book I. pages 63-65. 

Dodge, page 156. Winslow, Book II, page 134 

Tarr, page 95. Brigham, page 122. 

Carpenter, pages 172-177. 

Library References: 

Keller and Bishop, Commercial and Industrial Geography, pages 63-65. 
Trotter, Geography of Commerce, pages 89-91. 

131 



*XXVI. Minneapolis is the greatest wheat milling city of the world. 
Why^ 

References : 

Brig, and McF., page 137. • Carpenter, page 184. 

Nat. Adv., pag? 76. Winslow, Book I, page 61. 

Dodge, page 155. Winslow, Book II, pages 161, ibz. 

Tarr, page 97. Brigham, page 203. 
Library References : 

New International Encyclopedia; Minneapolis, Commerce and Industry. 

XXVII. Why are the Northern States of the Mississippi Basin a great 
lumbering region? 

References : 

Brig, and McF., page 145. Carpenter, pages 201-205. 

Nat. Adv., page 7b. Winslow, Book I, pages 85-88. 

Dodge, page 160. Winslow. Book II. page 146. 

Tarr, page 102. 

*XXVIII. Give reasons for the location and phenomenal growth of 
Chicago. 

References : 

Brig, and McF., pages 146, 147. Carpenter, pages 245-259. 

Nat. Adv., page 74 Winslow, Book I, pages 93, 105, 106. 

Dodge, pages 163, 164. Winslow, Book II, pages 142, 157. 

Tarr, pages 108-111. Brigham, pages 219. 220. 
Library Reference : 

New International Encyclopedia; Chicago, Commerce and Industry. 

XXIX. Cattle, hogs and poultry are raised in great numbers in the 
Northern States of the Mississippi Basin. Give reasons for this. 

References : 

Brig, and McF., page 140. Winslow, Book II, page 141. 

Winslow, Book I, page 65. Dodge, page 156. 

XXX. Give reasons for the location of Milwaukee. 

References : 

Brig, and McF., page 147. Carpenter, page 258. 

Nat. Adv., page 75. . Brigham, page 226. 

Dodge, page 164. Winslow, Book II, page i';7. 

Tarr, page i i i . 

*XXXI. A great city has developed at the head of Lake Superior in 
Minnesota. Account for location and development. 

References : 

Brig, and McF., page 147. Tarr, pages 97, 101, 104. 108. 

Nat. Adv., page 76. Carpenter, pages 185-189. 

Dodge, pages 155, 161. Brigham, page 65. 

132 



XXXII. Kentucky is famous for its fine horses. Account for this. 

References : 

Brig, and McF., page i 19. Tarr, page 98. 

XXXIII. Would you like to visit Mammoth Cave? Why? 

References: 

Brig, and McF., page 119. Winslow, Book 11, page 143. 

Tarr, page 98. 
Library References : 

Carroll, 'Round the World, v. 2, pages 37-52. 
Hovey, Celebrated American Caverns, pages 53-122. 

*XXXIV. What advantages of location has St. Louis over other cities 
of the Mississippi Basin? 

References : 

Brig, and McF., page 148. Carpenter, page 172. 

Nat. Adv., page 76. Brigham, page 221 . 

Dodge, page 164. Winslow, Book II. page 160. 

Tarr, pages 112, 113. 

XXXV. Account for location and growth of Omaha. 

References : 

Brig, and McF., page 149 Winslow, Book I, page 78. 

Nat. Adv., page 77. Winslow, Book II. page 162. 

Dodge, page 165. Brigham, page 227. 

Tarr, page 114- 

XXXVI. Account for location and growth of Kansas City. 

References : 

Brig, and McF., page 149. Winslow, Book I, page 78. 

Nat. Adv., page 77. Winslow, Book II, page 162. 

Dodge, page 165. Brigham, page 227. 

Tarr, page 114. 

XXXVII. Give reasons for location and growth of Cincinnati. 

References : 

Brig, and McF., page 150. Tarr, pages 107, ii5- 

Nat. Adv., page 73. 

New England 

*I. To what has the development of New England been due? 
I . Commerce. 

Irregular coastline with good harbors. Accessibility to raw 
material. Situation favorable for coastwise and foreign com- 
merce. Brig, and McF., pages 69, 70; Dodge, page 127. Rail- 

133 



roads forming network connecting manufacturing cities with 
ports. Nat. Adv., page 63; Brigham, page 233. 

2. Manufacturing. Brig, and McF., pages 60-64; Nat. Adv., 
page 63; Dodge, page 125; Winslow, Book II, page 30. Surface. 
Dodge, page 119; Tarr, page 32. Effect of Great Glacier. Wins- 
low, Book II, page 26; Dodge, page 121. Value of rivers, Dodge, 
page 121. 

3. Fishing. 

Shore and offshore. Brig, and McF., page 67; Dodge, page 124; 
Tarr, page 37; Brigham, page 151. 

4. Quarrying. Brig, and McF., page 66; Nat. Adv., page 63; 
Dodge, page 125; Tarr, pages 35, 36; Winslow, Book II, page 52. 

5. Lumbering. Brig, and McF., pages 64-66; Dodge, page 124; 
Tarr, pages 33, 34; Brigham, page 140. 

Library Reference : 

Redway, Commercial Geography, page 219. 



II. Why has Boston become such a large city? 



References : 

Brig, and McF., pages 69, 70. Brigham, pa.ges 1^1, 155. 223, 27?. 

Dodge, page 127. 

*III. There is a striking concentration of cotton manufacturing in 
coastal New England. Explain this. 

lieferences: 

ISrig. and McF., pages 61, 62. Brigham, pages 22, 203. 

*IV. What are the more common causes for localization of industry? 

Reference : 

Brigham, page 206. 

Middle Atlantic States 

*I. There are many centers of dense population in this section. To 
what is this due? 

1. Climate. Brig, and McF., page 78; Nat. Adv., page 66; Dodge, 
page 129. 

2. Agricultural facilities. Brig, and McF., pages jj, j^; Nat. Adv., 
page 66; Tarr, page 52. 

(a) Coastal Plain. Dodge, page 129. 

134 



(b) The Piedmont Belt. Dodge, page 131. 

(c) The Great Valley. Dodge, pages 133, 134. 

(d) The Alleghany Plateau. Dodge, page 136. 

3. Aids to transportation. Brig, and McF., pages 73, 85. 

Raw and manufactured products easily collected and distributed. 

(a) Hudson Valley. Dodge, pages 96, 132, 133. Gateway to 
interior of the continent. 

(b) Position of states on or near the Atlantic coast. Brigham, 
page loi. 

(c) Susquehanna Valley. Dodge, page 133. 

(d) Good railroad facilities. Dodge, page 138. 

4. Variety of manufactures. Brig, and McF., pages 85-95; Dodge, 
page 134. 

5. Mineral products. Brig, and McF., pages 81-84: Dodge, page 
131. 

(a) Coal. Brigham, page 79. 

(b) Iron. Brigham, page 58. 

(c) Petroleum. Brigham, page 161. 

(d) Gas. Brigham, page 164. 

*II. Give some reasons why New York has outgrown Philadelphia. 

References : 

Brig, and McF., pages 85-88; 91, 92. Brigham, page 217. 

*III. Why was Washington, the capital, located so far from the center 
of the United States? 

Reference : 

Brigham, page 222. 

IV. Glove-making is the important industry of two small cities in 
New York — Gloversville and Johnstown. Why was this industry 
developed here? 

Reference : 

Brigham. page 209. 

V. Give reasons for the location of a city at: 

*i. Buffalo. Brig, and McF., pages 90, 91 ; Brigham, pages 65, 225. 
*2. Pittsburgh. Brig, and McF., pages 93, 94: Brigham, pages 
60, 65-67, 81, 85, 86, 99, 213, 226. 

135 



3- Baltimore. Brig, and McF., pages icg, i lo; Brigham, pages 1 13, 
1 14, 223, 224, 23 I, 275. 

The Southern States 

I. Compare the climate and soil of the southern section of our country 
with that of New England. What difference does this make in 
their industries? 

References : 

Brig, and McF., pages 58, 59, 102. Tarr, pages 7i-73. 

Dodge, pages 142, 146, 148. Winslow, Book II, pages i 11- 114. 

/ 

II. Why are there so few good harbors on the Gulf Coast ^ 

References : 

Brig, and McF., pages 99, 100. Tarr, page 12. 

Dodge, pages 107, 110, Fig. 173. Winslow, Book II, page 94. 

Library Reference : 

Robinson. Commercial Geography, page 146. 

*III. The Southern States are well fitted for domestic commerce. In 
what ways? 

1. Rivers. 

2. Surface, conducive to railroad building. 

References : 

Dodge, page 104 (Map), 110, iii. Tarr, page 71, Fig. 95. 

Library References : 

Allen, Industries of the United States, page 18. 
Trotter, Geography of Commerce, pages 50, 145. 

*IV. Show how the Southern States and New England are dependent 
on each other. 

References : 

Dodge, page 142. Winslow, Book II, page 100. 

Tarr, pages 71-79, 1 84 (Map), 191 (Map). Brigham, pages 30, 40, 125, 131, 141, i";?, 211,223. 

*V. Until recently manufacturing has developed slowly in the 
Southern States, although they have always had raw material and 
coal.- Why? 

References : 

Tarr, page 81. Brigham, pages 82, S3. 

Library References : 

Allen, Industrial Studies of the United States, pages 62, 71. 
King, Land We Live In, pt. 2, page 3";. 
Trotter, Geography of Commerce, pages 92, 127. 

136 



VI. Why have we not been able to raise enough rice for our own use? 
- I. Soil required. 
2. Extent of such soil in the United States. 

References : 

Tarr, page 76- Brigham. page 125. 

Library References : 

Keller, Cimmercial and Industrial Geography, page 66. 
Gannett, CDmmercial Geography, page 170. 

*VII. Compare lumbering in the South with lumbering in Michigan. 

References : 

Brig, and McF,, page 114; Michigan Supplement, pages xviil, xix. 
Tarr, page '■%. Winslow, Book II, pages 1 07-1 10. 

Brigham, page 1 40. 
Library Reference : 

Rocheleau, Products of the Soil, pages 7-50. 

VIII. Why are there fewer large cities in the South than in the North f 

Reference : 

Winslow, Book II, page 115. 

IX. How does Chicago help in the sugar manufacture of the South? 

Reference: 

Tarr, page 76. 

*X. Why is the largest city of this section situated near the mouth of 
the Mississippi? 

References : 

Brig, and McF., page iz6. Brigham, pages 221, 222, 227, 229. 

Dodge, page 148. Winslow, Bx>k II, pages 117, 1331 

Tarr, pages 84, 85. 

XI. Why are there so many islands off the coast of Florida? 

References : 

Dodge, page 142. Winslow, Book II, page %- 

Tarr, page 72. 
Library Reference : 

Tarr, Phy.sical Geography, pHges 524-32';. 

XII. Key West has numerous tobacco factories. Explain why 
this is so. 

References : 

Brig, and MoF., page 104. Brigham, page 414. 

Dxige, pages 142, 193; map. page 199. Winslow, Bo:)k II, pagei 111,112. 

Tarr, pages 8,3, 153. 



XIII. On the map find how much nearer Chicago is to the Panama 
Canal by way of New Orleans than by way of New York. Will this 
have an effect on New Orleans? 

References : 

Brig, and McF., pages ii6, 127. Tarr, figure 9. 

Dodge, page 97. Brigham, pages 227, 237, 246, 280, 281. 

XIV. Explain the title, "Crescent City," as applied to New Orleans. 

R,ef erences : 

Brig, and McF., page 126. Tarr, page 84, map, page 8f. 

Library Reference : 

Smith, Our Own Country (World and its People), page 145. 

XV. Why does the manufacturing industry follow the Appalachian 
Mts. and the Piedmont Plateau? 

References : 

Brig, and McF., page 106. Dodge, page 145. 

Tarr, page 81. Compare map, page 82, with map, page i8g. 

XVI. The canning of fruit is an important industry in Florida. Why? 

Reference : 

Sugar cane and fruit. 
Dodge, page 144. 

XVII. We are not surprised to hear Birmingham spoken of as the 
"Pittsburgh of the South." Why? 

References : 

Brig, and McF., page 125. Winslow, Book II, page 114. 

Dodge, page 149. Brigham, page 67. 

Tarr, pages 79, 82. 

XVIII. Why are most of the cities of Texas in the eastern part of 
the state? 

References : 

Dodge, pages i ;o, 151. Tarr, pages 88, 89. 

XIX. Which would you rather own, an acre of sugar cane or one of 
sugar beets? 

References : 

Tarr, pages 7;, 76. Winslow, Book II. pages 103-105. 

Brigham, page i 32. 

XX. Would you like to make your home in the South if you were 
earning your own living? If so, where? Why? 

138 



^ 



The Plateau States 

In the Plateau States agriculture is an industry of secondary 
importance. Why is this so? 
I. Desert areas. 



W'ide extent of semi-arid land. 

Need of irrigation. 

Rough topography. 

Inadequate water conservation. 

Sparsely populated country. 

E.xpense of constructing canals and reservoirs. 



References : 

Brig, and jVlcF., pages 157, 158. Dodge, page 166. 

Nat. Adv., pa^e 8?. Tarr, pages 120-122, 1^3. 

*II. Mining is the leading industry of the Plateau Section. Why? 

1. Variety and extent of minerals. 

2. Government land is open to individual prospectors. 

3. Fascinating occupation — "lure of the gold." 

References : 

Brig, and McF., pages 168-170. Tarr, pages 122-124. 

Nat. Adv., page 85. Carpenter, pages 266-280. 

Dodge, page 16S. Winslow, Book II, pages 176-180. 

Library Reference : 

/Mien, Industrial Studies, United States, pages 184-204. 

*III. Colorado is spoken of as the "Playground of the Nation" an'd 
the "Switzerland of America." Why? 

References : 

Dodge, page 166. Carpenter, pages 259-266. 

Tarr, pages 143, 145. Winslow, Book II, pages 196-198. 

*IV. Much of the waste land of the arid West has been reclaimed. 
How? 

References : 

Brig, and McF., pages 164-167. Carpenter, pages 289-294. 

Tarr, pages 129-131. Winslow, Book II, pages 196 198. 

Library Reference : 

Price, Land We Live In, page 1 32. 

V. The Palteau States occupy nearly one-third of the land in the 
United States proper. There are only about three persons to the 
square mile on the average in this region. Why is this so? See maps. 

139 



VI. The water of the Great Salt Lake contains about six times as 
much salt as an equal amount of ocean water. Why? 

References : 

Carpanter, pages zSy, 288. Winslow, Book II, pages 171, 17Z. 

*VII. Why is grazing an important industry in the West? 

References : 

Brig, and M;F., pages 163, 164. Tarr, pages 133, 134. 

Dodge, page 166. 

Library Reference: 

Price, Land We Live In, page 129. 

VI II. Explain the importance of coal mining in Colorado. 

References: 

Brig, and McF., page 170. Tarr, page 125. 

*IX. Account for the location of Denver. 

Referencss: 

Brig, and M:;F., pages 172, 173. Tarr, pages 129, 130, 136. 

Nat. Adv., page 85. Winslow, Book II, page 195. 

Djdge, page 169. 

X . Account for the location of Salt Lake City. 

References: 

Brig, and M;F., pages 169, 171. Tarr, page 131. 

Nat. Adv., page 86. ' Carpenter, page 284-288. 

D^dge, page 169. 

XI. Account for the location of Pueblo. Brig, and McF., pages 
169, 170, 172; Tarr, page 137. 

XII. Account for the location of Colorado Springs. Brig, and McF., 
page 172; Nat. Adv., page 87. 

XIII. Account for the location of Virginia City. Brig, and McF., 
page 169; Dodge, page 169; Tarr, page 123. 



The Pacific Coast States 

I. Unusual precaution is being taken in the construction of buildings 
in San Francisco. Why is this necessary? 

References: 

Dodge, page 170. Tarr, page 120. • 

140 



*li. The discovery of gold in California opened- the way to the de- 
velopment of many industries. Explain. 

References: 

Brig, and McF., page 173. Dodge, page 171. 

Nat. Adv., page 89. Tarr, page 119. 

*III. Lumbering is of great importance in all three of the Coast 
States. Why? 

References : 

Brig, and McF., page 179. 180. Tarr, page 12^. 

Nat. Adv., page 89. Winslow, Book II, pages 186-191. 

Dodge, page 171- Carpenter, pages 301-304. 

*IV. For variety of crops, fruits especially, California is unsurpassed 
by any other state. Give some reasons why this is so. 
I. Climatic conditions. 



Various elevations. 
Extent from north to south. 
Prevailing winds. 
Irrigation. 



References : 

Brig, and McF., pages 178, 179. Tarr, pages 12S-132. 

Dodge, pages 171-173. Carpenter, pages 314, 31^. 

*V. Washington and Oregon are famed for their fisheries. Why? 

References : 

Brig, and McF., pages 180, 181. Carpenter, pages 316-318. 

Dodge, page 173. Winslow, Book II, pages 192, 193. 

Tarr, pages 126, 127. 

*VI. Explain the importance of San Francisco. 

References : 

Brig, and McF., pages 182, 183. Tarr, pages 138-140. 

Nat. Adv., page 90. Carpenter, pages 304-31 i. 

D(xige, pages 173, 174. Winslow, Book II, pages 191, 192. 

VII. What factors have contributed to the growth of a large city at 
Los Angeles? 

References : 

Brig, and McF., page 183. Tarr, page 140. 

Nat. Adv., page 91. Carpenter, pages 304-3 1 1. 

Dodge, page 174. Winslow, Book II, page 194. 

VIII. Seattle is of great commercial importance. Why? 

141 



References : 

Brig, and McF., page 184., Tarr, page 141. 

Nat. Adv., page 90. Carpenter, pages 318-321. 

Dodge, page 174. Winslow, Book II, pages 193, 194. 

IX. Account for the location and importance of Portland. 

References : 

Brig, and McF., pages 183, [84. Winslow, Book II, page 192. 

Nat. Adv., page 90. Carpenter, pages 31 1-3 18. 

Tarr, pages 140, 141. 

X. Much land in the western part of the United States, otherwise 
practically useless, has been made very valuable by irrigation. Ex- 
plain. 

References : 

Brig, and McF., pages 164-167. Carpenter, pages 289-294. 

Tarr, pages 120-122, 127-133. Winslow, Book II, pages 180-186. 

XI. Rainfall is for the most part abundant along the Pacific coast. 
Why? See maps. 

References : 

Brig, and McF.., page 177. Tarr, page 120. 

Nat. Adv., page 89. 

*XII. There are many National Forests through the West. Why are 
these maintained? See stereopticon slides. 

References : 

Brig, and McF., pages 162, 163. Winslow, Book II, pages 186-191. 

Tarr, page 126. 

Material for a Detroit Day 

In recent years the bulk of Detroit imports have come from 
Canada, England, The Netherlands, France, Cuba, Turkey in Asia, 
Japan, Scotland, Ireland. 

Make a list of five imported articles, and find the country from 
which each came. 

"There are three notable things about the industrial interests of 
Detroit, the great number and variety of its manufacturing establish- 
ments, their scattered locations, and the pre-eminence of a few 
branches." 

"It has never been a one-industry city." 

"It has never had a single, congested manufacturing district." 

142 



Locate on a map the chief manufacturing sections of Detroit. 
"Their scattered location makes them easy of access from a great many 
residence and cottage sections."' 

Investigate and report on one or more of the following leading 
industries of Detroit: automobiles and automobile accessories, stoves, 
\'arnish, soda and salt, adding machines, ships, pharmaceutical manu- 
factures, aluminum castings. 

Report on some other Detroit industry. 

"Shiploads of Detroit paints and varnishes sail daily upon far 
seas. Other ships are bound Detroitward, bringing copal gum from 
Africa and Zanzibar, the Philippines and Borneo, to be melted up in 
Detroit kettles to put a pleasing finish upon the world's wood-work. 
And still others come laden with the earthy colors from abroad; 
umber from Turkey, ochre from France, the siennas from Italy; these 
to be ground in Detroit mills — to add a touch of color to every con- 
tinent. " 

— Detroiter, March, 191 1. 



Minimum Essentials in Location 

Pupils should be able to locate on an unlettered map the points 
listed below: 

North America, South America, Europe, Asia, Africa, Australia. 

Atlantic Ocean, Pacific Ocean, Arctic Ocean, Antarctic Ocean, 
Indian Ocean. 

United States, Canada, Mexico, Central America. 

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Con- 
necticut, Delaware, District of Columbia, Florida, Georgia, Idaho, 
Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Mary- 
land, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, 
Montana, Nebraska, Nevada, New Hampshire, New Jersey, New 
Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, 
Oregon, Pennsylvania, Porto Rico, Rhode Island, South Carolina, 
South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washing- 
ton, West Virginia, Wisconsin, Wyoming, Cuba. 

Gulf of St. Lawrence, Gulf of Mexico, San Francisco Bay, Puget 
Sound, Chesapeake Bay, Hudson Bay. 

143 



Rocky Mts., Appalachian Mts., Pike's Peak, Mt. Washington, 
Adirondack Mts. 

Detroit River, St. Lawrence River, Mississippi River, Columbia 
River, Ohio River, Missouri River, Rio Grande River, Colorado River, 
Hudson River, Soo Canal, Erie Canal, Panama Canal, Niagara Falls. 

Lake Superior, Lake Michigan, Lake Huron, Lake St. Clair, Lake 
Erie, Lake Ontario, Lake Champlain. 

Yellowstone Park, Yosemite Park," Grand Canyon. 

Detroit, Boston, New York, Philadelphia, Pittsburgh, Washing- 
ton, New Orleans, Galveston, Chicago, St. Louis, Cleveland, Buffalo, 
Cincinnati, Minneapolis, St. Paul, Duluth, Denver, Salt Lake City, 
San Francisco, Seattle, Los Angeles, Baltimore, Havana. 

Lansing, Jackson, Pontiac, Port Huron, Ypsilanti, Ann Arbor, 
Mt. Clemens, Monroe, Grand Rapids, Kalamazoo, Alpena, Traverse 
City, Sault Ste. Marie, Escanaba, Marquette, Houghton, Iron wood, 
Saginaw, Bay City. 

Toronto, Montreal, Quebec, Winnipeg, Vancouver. 

Buenos Aires, Rio de Janeiro, Valparaiso, Andes Mts., Amazon 
River, La Plata River, Orinoco River, Cape Horn, Argentina, Brazil, 
Chile, Colombia. 

Suez Canal, Strait of Gibraltar, Mediterranean Sea, Red Sea, 
Egypt, Sahara Desert, St. Helena, Cape of Good Hope, Cape Town, 
Alexandria, Cairo, Nile River, Niger River, Congo River, Zambezi 
River. 

Canberra^ Sydney, Melbourne, Hawaiian Islands, East Indies, 
The Philippines, New Zealand. 

Japan, China, India, Siberia, Siam, Turkey, Caspian Sea, Dead 
Sea, Himalaya Mts., Mt. Everest, Pekin, Bombay, Calcutta, Tokio, 
Yokohama, Hong Kong, Vladivostock, Manila, Honolulu, Jerusalem, 
Yangste River, Hoang River, Ganges River, Euphrates River. 

Austria, Hungary, Belgium, England, Ireland, Denmark, France, 
Germany, Greece, Italy, Netherlands, Norway, Portugal, Russia-, 
Scotland, Spain, Sweden, Switzerland, Wales, Balkan Peninsula, 
Poland, Czechoslavakia, Jugoslavia, Finland, Ukrainia, Esthonia, 
Letvia, Lithuania. 

Liverpool, London, Glasgow, Edinburgh, Dublin, Belfast, The 
Hague, Brussels, Paris, Havre, Lyons, Rome, Venice, Florence, Genoa, 

144 



Athens, Constantinople, Vienna, Geneva, Berlin, Hamburg, Bremen, 
Cologne, Petrograd, Warsaw, Moscow, Odessa, Madrid. 

North Sea, Baltic Sea, Black Sea, Adriatic Sea, English Channel, 
Dardanelles. 

Thames River, Rhine River, Seine River, Danube River, Volga 
River, Alps Mts., Mt. Blanc, Mt.. Vesuvius. 

Minimum Essentials in Information 

See page i 52 of this course of study. 



145 



MINIMUM ESSENTIALS IN 
INFORMATION 



Third Grade — A Class 

1. Detroit was settled by the — (French). 

2. Detroit was founded in — (1701). 

3. Detroit was founded by — (Cadillac). 

4. Detroit is in — (Wayne County). 

5. The chief officer of Detroit is called the — (Mayor). 

6. The present mayor is Mayor — . 

7. The mayor's office is in the — (City Hall). 

8. The chief officer of the county is the — (Sheriff). 

9. The sheriff has his office in the — (County Building). 

10. Detroit leads the world in the manufacture of , , , 

, and (automobiles, stoves, drugs, paints, varnishes). 

11. The Peninsulas of Michigan are called and (Upper, 

Lower). 

12. The lakes touching Michigan are , , , , and 

(Superior, Huron, Michigan, St. Clair, Erie). 

13. The largest of these lakes is (Lake Superior). 

14. The smallest of these lakes is (Lake St. Clair). 

15. Lake Superior and Lake Huron are connected by (St. Marys 

River). 

16. Lake Michigan and Lake Huron are connected by (Straits 

of Mackinac). 

17. Lake Huron and Lake St. Clair are connected by— (St. Clair 

River). 

18. Lake St. Clair and Lake Erie are connected by (Detroit River). 

19. The Soo Canals are in the (St. Mary's River). 

20. The capital of Michigan is (Lansing). 

21. The chief officer of the state is the (Governor). 

22. The governor's office is in the State Capitol at (Lansing). 

23. The governor of Michigan is Governor . 

146 



24- The largest city in Michigan is (Detroit). 

25. The state university of Michigan is at (Ann Arbor). 

26. The furniture city of Michigan is (Grand Rapids). 

27. The Upper Peninsula has very valuable mines of and 

(copper and iron). 

28. Iron is shipped from (Marquette). 

29. Copper is shipped from (Houghton). 

30. Steel is made from (iron). 

3 I . Three mineral products of Michigan are , , and (iron, 

copper and salt). 



Fourth Grade — B Class 

Note: Review requirements for preceding classes. 

1. The turning of the earth on its axis causes (day and night). 

2. The five zones are , , , ,, and (North 

Frigid, North Temperate, Torrid, South Temperate, South Frigid).. 

3. The five races of mankind are , r, , , and 

(Caucasian, Negro, Indian, Mongolian, Malay). 

4. The leading industries of New England are and (manu- 
facturing, commerce). 

5. The rivers of New England furnish water power for — - — (manu- 
facturing). 

6. Some manufactures of New England are , , , and 

(cotton and woolen goods, leather products, metal objects 

and paper). 

7. The largest city in New England is (Boston). 

8. The Hudson River is connected with Lake Erie by the (Erie 

Canal). 

9. The largest city on the Western Continent is (New York). 

10. The greatest manufacturing city in America is (New York). 

1 1 . The greatest commercial city in the United States is (New 

York). 

12. The greatest coal producing country in the world is (the 

United States). 

13. The greatest manufacturing nation in the world is (the 

United States). 

147 



14- The greatest coal mines of the United States are in — . — (Pennsyl- 
vania). 

15. The greatest steel and iron center in the United States is 

(Pittsburgh). 

16. The capital of the United States is (Washington). 

17. The chief officer of the United States is the (president). 

18. The president lives in (Washington). 

19. Washington is in (the District of Columbia). 

20. The Declaration of Independence was signed in (Phila- 
delphia). 

21. The Declaration of Independence was signed (July 4, 1776). 

22. The Statue of Liberty is in (New York Harbor). 

23. The chief industry in the South is (agriculture). 

24. The greatest sea port in the United States is (New York). 

25. Alaska is owned by (the United States)! 

Fourth Grade — A Class 

Note: Review requirements of preceding classes. 

1. The greatest lake port in the world is (Chicago). 

2. The greatest copper producing country in the world is (the 

United States). 

3. The greatest iron producing country in the world is — (the 

United States). 

4. The greatest corn producing country in the world is ^ — -- (the 
United States). 

5. The Plateau States are crossed by the (Rocky Mountains). 

6. The greatest sea port of the West is (San Francisco). 

7. The greatest cotton producing country in the world is (the 

United States). 

8. The greatest cotton port in the world is ■ (New Orleans). 

.9. The chief sea port of the Mississippi is (New Orleans). 

10. The greatest milling center of the world is (Minneapolis). 

11. At the head of Lake Superior is the city of (Duluth). 

12. The greatest meat packing center in the world is (Chicago). 

13. The greatest manufacturing city in the South is (Birming- 
ham). 

14. The wealthiest nation in the world is (the United States). 

148 



15- The two largest cities in the United States are and — — 

(New York, Chicago). 

1 6. The Falls of St. Anthony are in the (Mississippi River). 

17. Niagara Falls are in the — — (Niagara River). 

18. The number of States in the United States is (48). 

19. The longest river in the world is the (Missouri-Mississippi). 

20. The arid lands of the West are being reclaimed by (irrigation). 

21. The distributing center between the Mississippi Valley and the 
West is (Denver). 

22. The great food producing section of the United States is the 

(North Central). 

23. From the Columbia River we obtain great quantities of 

(salmon). 

24. Yosemite Park is in (California). 

25. The greatest railroad center of the world is (Chicago). 

26. The city which manufactures the most automobiles is — t— 
(Detroit). 

27. The largest trees in the world are in (California). 

Fifth Grade— B Class 

Note. Review requirements of preceding classes. 

1. The most densely populated continent is (Europe). 

2. The highest peak in Europe is (Mt. Blanc). 

3. The United Kingdom includes , , , , (England, 

Ireland, Scotland, Wales). 

4. The nation which leads the world in commerce is (the United 

Kingdom). 

5. The finest fishing ground of Europe is (the North Sea). 

6. An important crop of Ireland is (flax). 

7. The principal minerals of the United Kingdom are and 

(coal, iron). 

8. The capital of the United Kingdom is — ^ — (London). 

9. The city of England noted for its cutlery is (Sheffield). 

10. The great ship building center of Scotland is (Glasgow). 

11. Liverpool is noted for its (commerce). 

12. The great rivers of France and of Germany are connected by 

(canals). 

140 



13- In textile manufacturing the world is led by (France). 

14. The center of the silk industry in France is (Lyons). 

15. The most important port of Belgium is (Antwerp). 

16. The leading industry of Norway is (fishing). 

17. The chief railroad and manufacturing center of Germany is 

(Berlin). 

18. In the production of potatoes the country which leads the world 
is (Germany). 

19. The greatest sea port of the continent of Europe is (Hamburg) . 

20. The country noted for its wonderful scenery is (Switzerland). 

21. Sweden leads the world in the exportation of (lumber). 

22. The capital of France is (Paris). 

23. The chief railroad center of Russia is (Moscow). 

24. Italy is noted for the production of , , (silk, olives, 

uine). 

25. The capital of Canada is (Ottawa). 

26. The metropolis of Canada is (Montreal). 

27. The metropolis of western Canada is (Winnipeg). 

28. The great Canadian sea port on the Pacific Coast is (Van- 
couver). 



Fifth Grade — A Class 

Note: Review requirements of preceding classes. 

1. First in the production of coffee is (Brazil). 

2. The leading coffee port is (Rio de Janeiro). 

3. Much of the rubber used in the United States comes from 

(Brazil). 

4. The largest country of South America is (Brazil). 

5. The leading languages of South America are — - — and (Span- 
ish, Portuguese). ) 

6. The largest city of the southern hemisphere is (Buenos Aires). 

7. Most of our asphalt comes from (Trinidad). 

8. The George Washington of South America is (Bolivar). 

9. The Incas lived in (Peru). 

10. The chief cattle raising country of South America is ■ (Argen- 
tina). 

150 



11. In South America the chief cotton producing country is 

(Brazil). 

12. The chief nitrate country of South America is (Chile). 

13. In South America most of the wheat is raised in (Argentina). 

14. In South America the chief wool producing country is (Ar- 
gentina). 

Mexico leads the world in the production of (silver). 

The Panama Canal Zone is controlled by (the United States). 

The pyramids are found in (Egypt). 

The world's greatest gold and diamond supply comes froni 

(South Africa). 

19. The nations with most power in Africa are and (Great 

Britain and France). 

20. The greatest explorer of Africa was (David Livingstone). 

21. Great Britain controls (Egypt). 

22. Australia is owned by (Great Britain). 

23. The leading wool producing country of the world is (Aus- 
tralia). 

24. The railroads of Australia are owned by — — (the government). 

25. The most densely populated part of Australia is (the south- 
eastern). 

Sixth Grade — B Class 

Note: Review requirements of preceding classes. 

1. The two greatest tea producing countries in the world are 

and (China and India). 

2. The two greatest rice producing countries in the world are 

and (China and India). 

3. The chief exports of China are and (tea and silk). 

4. The most important ports of China are and (Hong 

Kong and Shanghai). 

5. The most important industry of China is (agriculture). 

6. The city of Japan with the largest foreign trade is • (Yoko- 
hama). 

7. The famous sacred mountain of Japan is (Fujiyama). 

8. The chief sugar producing areas of the world are and 

(India, Cuba). 

151 



g. First in the world in the production of cattle is (India). 

10. The greatest commercial country of Asia is (India). 

1 1. The highest mountain peak in the world is (Mt. Everest). 

12. The holy river of the Hindus is the (Ganges River). 

1}. India is owned by (Great Britain). 

14. The United States coaling and naval base of the Pacific is 

(the Hawaiian Islands). 

15. The chief export of the Philippine Islands is (manila, hemp). 

16. The Holy Land is in (Turkey). 

17. The city at one time capital of the world is (Rome). 

18. The chief raw silk country of Europe is (Italy). 

19. First in copper production in Europe is • (Spain). 

20. The principal fur yielding territories of the world are and 

(Russia, Canada). 

21. The countries which lead the world in the production of wheat 
are and (United States and Russia). 

22. The chief sheep raising country of Europe is — - — (Russia). 

23. The chief cattle raising country of Europe is (Russia). 

24. Leading Europe in the production of rye is (Russia). 

25. First in Europe in the production of flax is (Russia). 

26. The Trans-Siberian Railway connects — — and (Petrograd, 

Vladivostock). 

Sixth Grade — A Class 

Note' Review requirements ol preceding classes 

1. Manchester, England, is noted for the manufacture of (cotton 

goods). 

2. Birmingham, England, is noted for its (iron works). 

3. Brussels, Belgium, is noted for and (carpets, lace). 

4. The great watch manufacturing country of Europe is 

(Switzerland). 

5. In Europe the chief iron countries are and (Germany 

and Great Britain). 

6. In Europe the chief coal countries are and — — (Great' Britain 

and Germany). 

7. The chief silk manufacturing country of the w orld is (France) . 

8. The fourth city of Europe in size is (Vienna). 

152 



o. First in the production of steel is (the United States). 

ic. The groups of states which raise the most cotton are and 

(the South Atlantic and the South Central). 

1 1. First in the production of tobacco is (the United States). 

12. First in the production of petroleum is (the United States). 

13. The country with the greatest railroad mileage is (the United 

States). 

14. The Colorado River flo\\s through the Grand Canyon in 

(Arizona). 

15. Yellowstone Park is in (Wyoming). 

16. Harvard University is at (Cambridge, Massachusetts). 

17. Yale University is at (New Ha\'en, Connecticut). 

18. The largest fresh water lake in the world is (Lake Superior). 

iQ. The greatest manufacturing sections of the world are in (the 

coal and iron regions). 
20. The most progressive nations in the world live in the (Temp- 

perate Zones). 
'2 1 . The three leading coal producing countries are , and 

(the United States, Great Britain and Germany). 

22. The five largest cities in the world are , , , and 

(New York, London, Paris, Chicago, Berlin). 

23. The four leading manufacturing nations are ,■ , and 

(the United States, Great Britain, Germany and France). 



153 



THE CHILDREN'S MUSEUM 

Material Loaned to Teachers 

Teachers may borrow from the Children's Museum, in the Detroit 
Institute of Arts, Jefferson Avenue and Hastings Street, illustrative 
material of all kinds to be used in the class room. They are requested 
either to telephone the Children's Museum (Main 7810 or 7821) or to 
send Miss Gilmore a post card stating the material desired. All re- 
quests should be made a week in advance. Collections are sent to the 
schools and returned to ' the museum by the Children's Museum 
delivery wagon. 

Teachers may keep a collection a week, or, when so requested, 
two weeks. A list of the material in the collection will be sent with 
the collection. Teachers are asked to fill in the data called for on this 
slip. Collections will be delivered at the office of the school. Teachers 
are requested to have the collections packed and in the office the day 
before the collection is to be called for. The date on which the col- 
lection is due will be found on the slip. If a teacher wishes to keep a 
collection longer than the specified time, she is requested to call the 
Children's Museum by telephone at least two days before the collection 
was to be returned. If collections are not ready and in the school 
office and no word has been received at the Children's Museum for an 
extension of time, a fine of five cents per day will be charged. 

A catalogue of available material will be found in each school. 
The museum requests teachers to make their wants known even if the 
material desired is not on this printed list. Lists of new material will 
be printed from time to time in the Educational Bulletin. 

Exhibitions are held in the Children's Museum Room, Detroit 
Institute of Arts. Teachers may bring classes to see them. It is best 
to arrange in advance for such visits. Someone at the Children's 
Museum will explain the exhibits to the children, if the teacher so 
desires. 

Stereopticon Lessons 

For Stereopticon Lessons please refer to Catalog of Stereopticon 
Lessons for the Detroit Public Schools. 



154 



INDEX 

A Page 

Abbreviations, Key to . 73, 94, 1 1 1 

Africa 80, 82, 83 

Aid in the Visualization of Maps 12 

Aims , 5 

Aims, Discussion of the 10 

America, North (as a whole) 35 

America, South 73 

Annenia 99 

Asia 94 

Australia 87 

Austria 69, 1 23 

B 

Balkan Peninsula 107 

Belgium ^ 67, 1 1 5 

British Isles =)■] , 1 1 1 

C 

Central Africa 83 

Children's Museum 154 

China 96 

Christ of the Andes 74 

Congo River 83 

Cultivation of the Soil — Farming 25 

Czechoslovakia 69, 123 

D 

Denmark 116 

Desert, The Sahara 82 

Detroit 27 

Detroit Day, Material for a 90, 108, 142 

Detroit Recitation Scale 16 

Developing a Topic with a Class . 8 

Direction 23 

Discussion of the Aims 10 



155 



Page 

Dissected Map, Use of 12 

Drainage 23 

Drill on Location ., 12 

Drill on Location by Means of a Game 13 

Drill on the Shape of the States 12 

Drills to Aid in the Visualization of Maps 12 

E 

Earth (as a whole) 34 

Egypt and the Nile 82 

Essentials, Minimum Essentials in Information 

(Classification by Grades) 146 

Essentials, Minimum Essentials in Location 33 

Europe (as a whole) 56 

Europe, General Problems. . . , 10 1 

Exercise for Review 13 

F 

Farming 25 

Fifth Grade — A Class 72 

Fifth Grade — B Class 56 

Finland 69 

Fourth Grade — A Class 44 

Fourth Grade — B Class 34 

France 60, 1 24 

G 

Game, Drill on Location by Means of a 13 

General Problems — Europe , 10 1- 

General Problems — The United States 127 

Germany 62, 119 

Globe, Use the 34 

Grades, Outline by 21 

Greece. 105 

H 

Hawaiian Islands 100 

Holland 67 

Hungary 69, 123 

156 



I Page 

Iberian Peninsula ^ io6 

Iceland 1 16 

Incas 74 

India 95 

Introduction ■. 4 

Islands of the Pacific 99 

Italy , 63, 105 

J 

Japan 97 

Java 1 00 

Jugoslavia 69 

K 

Key to Abbreviations 73-94, 1 1 1 

L 

Lessons, Stereopticon 154 

Location, A Drill on 12 

Location, A Drill on Location by Means of a Game. ... 13 

Location, Minimum Essentials in. . 42, 'j'y, 69, 90, 108, 143 
Location, Minimum Essentials in Location Required 

as Follows 33 

M 

Map, Puzzle Questions on 13 

Map, Use of the Dissected. 12 

Maps, Use of Wall 13 

Material Loaned to Teachers 1 54 

Means of a Game, A Drill on Location by 13 

Mexico 80 

Michigan 29 

Middle Atlantic States 38, 134 

Minimum Essentials in Information, 33, 43, 55, 71, 92, 109, 145 
Minimum Essentials in Information — Classification by 

Grades 1 46 

Third Grade — A Class 146 

Fourth Grade — B Class 147 

i57 



Page 

P'ourth Grade — A Class 148 

Fifth Grade — B Class . , 149 

Fifth Grade — A Class . i 50 

Sixth Grade — B Class 151 

Sixth Grade — A Class 152 

Minimum Essentials in Location. . . . 42, 'y^, 69, 90, 108, 143 
Minimum Essentials in Location — (Classification by 
Grades). 

Third Grade — A Class 33 

Fourth Grade — B Class 42 

Fourth Grade — A Class ^-y 

Fifth Grade — B Class 69 

Fifth Grade — A Class 90 

Sixth Grade — B Class 108 

Sixth Grade — A Class 143 

Mississippi Basin 128 

Museum, Children's. . , 154 

N 

Netherlands 115 

New England 133 

New England States. 36 

New Zealand 100 

Nile 82 

North America (as a whole) 35 

North Central States 46 

Norway 68, 1 1 6 

O 

Outline by Grades 21 

P 

Pacific Coast States 140 

Pacific, Islands of the 99 

Pacific States 52 

Panama Canal 80 

158 



Page 

Pan-American Union -j'^ 

Peninsula, Iberian io6 

Philippines 99 

Plateau States 49, 139 

Poland 69, 124 

Portugal 6^ 

Possessions of the United States 54 

Preface ,- 3. 

Problem in Geography : 9 

Puzzle Questions on the Map 13 

R 

Review, Exercise for 13 

River. Congo 83 

Russia 65, 102 

S 

Scale, Detroit Recitation 16 

Scandinavian Countries 68 

Shape, A Drill on 12 

Sixth Grade — A Class 1 10 

Sixth Grade — B Class 93 

Soil 24 

South America 73 

South Atlantic States 40 

South Central States 44 

Southern States 136 

Spain 68 

States, A Drill on the Shape of the 12 

Stereopticon Lessons 1 54 

Suggestions for the Teacher : 

How to Develop a Topic With a Class 8 

How to Solve a Problem With a Class 9 

Supplementary Reading 26, 33 

Sweden 68, 116 

Switzerland 68, 121 

159 



T Page 

Third Grade — A Class 27 

Third Grade— B Class 22 

^ibet 96 

Trinidad . -j^^ 

Turkey 99 

U 

Ukraine 69 

Union, The Pan-American . j^^ 

United States (as a whole) 36 

United States — General Problems 127 

United States, Possessions of the 54 

Use of Dissected Map 12 

Use of Wall Maps 13 

Use of the Globe 34 

V 

Visualization of Maps . 12 

W 

Wall Maps, Use of 13 

Wayne County 29 



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